orcutt winslow education brochure

1orcutt | winslow education

FALL 2012

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2020: can it happen today?

it starts with just one. YOU!

creativity in a global market

the value of “Stuff”

Designing a better world

for our children

Where can you PARTICIPATE?We see architecture as art. We are all creators of the places in which we work, live and play... we inspire the experiences that we, ourselves, and others have around us.

How do you IMPACT your world?Taking action... building a culture of empowerment... a place where balance meets hard work... and fun meets the bottomline. Sharing our lives...our talents and our ideas within our communities...

Who do you want to BECOME?“When I grow up I want to...” Saving the world comes one open door at a time...new faces, new ideas...new frontiers....when they all come together, they sustain us.

participate impact become

ARIZONA

3003 north central avenue

sixteenth floor

phoenix, arizona 85012

602.257.1764 t

602.257.9029 f

SAN DIEGO

2150 w washington street

san diego, california 92110

619.497.0577 t

INDIA

E10, Mavji Rathod Society

Relief Road, Santa Cruz

West

Mumbai 400 054

tel 2 660 0704


Fall 2012

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designing For the worLd’s Future one schooL At A time

The Value of Stuff We all have things that hold value to us that may appear to be junk to another. But “stuff ” holds a history in most cases. Can we show our students history through holding and seeing them, rather than through reading?

applied learning. Have you thought about how your students assimilate information. With the technology age comes the need for adjusting the way students learn and teachers teach... Imagine if teachers were able to have more hands-on learning through technology!

Creativity in a Global Market. How do your students learn when so much information is at their fingertips already? How can we stimulate your students each time they step into the classroom, or even the lunchroom?

2020. Is it possible today? We can all imagine what the future will hold. Even movies predict what the future will look like. But is it really that far off? Can what we see for future learning be a part of our classrooms and learning now? We think so!

It starts with one... YOU. Change occurs through small steps and starts to affect others towards that cause. We’ve taken on the challenge to design each of our facilities with sustainable features, and if possible, LEED certification. Our passion for education and green design go hand in hand. Will you also follow? It could be as simple as a recycling program!

Designing a better world for our children. It’s the simple things, really. Planting low water use plants, choosing a low-VOC paint, using recycled building materials or working with the local utility companies to place solar panels on your sites. These elements help us to design spaces that will help to sustain our environment for our children and their children as well.

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PartnerS’ corner

This is a year of reflection at Orcutt | Winslow. As we celebrate our 40th anniversary this year, we know that we have come a long way from drafting plans on ‘ink on linen” and “ink on mylar” and single-station CAD programs. But, some things haven’t changed in 40 years -- our focus remains on creating learning environments that spark each student’s creativity, and as a result, creating successful future generations. No matter the current trends in design or learning styles, that focus is the one constant throughout our history.

Each president, scientist, lawyer, teacher, and policeman has a story... a history of how they attained their success. More often than not, a student’s experience during their school years shapes and molds who they want to be. It’s such a privilege to be able to influence future generations! Let us help you ensure that each student is inspired to be the best they can possibly be and that their future holds a history worth telling.

Vispi [email protected]

if We Know So much, Why are We Still in the box? Societal norms have, and will continue to change. Our knowledge base is exploding and technology is invading every part of our lives. Knowing this, we ask ourselves questions like, how will this affect teaching and learning? How can we apply what we have learned about learning styles, the physiology and social requirements of learning, advances in technology and new teaching strategies and use that knowledge to anticipate what is next? How can we provide the flexibility in facilities to support these recent and impending changes? These questions lead us to the ultimate query…How can we make a difference?

In the first of this two-part workshop series, Paul Winslow, FAIA, focuses on current and near-future best practices, and new trends in education, including applied learning, teaming, social structure, varying learning styles, emotional characteristics and the impacts that each of these has on teaching, and learning environments.

In session two, interactive discussions are directed toward the impact of current and projected utilization of technology and its anticipated advancements over the next 10-15 years on learning environments. The potential consequences on the social structure of campuses and facilities will also be explored.

If your district is interested in hearing more, please call us at 602.257.1764 to schedule a complimentary workshop, with dialog and idea exchange initiated by these imminent issues facing our schools.


The power of a dramatic or musical performance lies in its ability to transport the audience to the alternate reality of another time and place.

Youngker High School Performing Arts

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EDUCATION

It’s an interesting thing about “stuff”. We all have it. Some of us have more than others. Some love it and some hate it. The difficulty is that we don’t seem to be able to agree on its value. Stuff can be clutter and stuff can be keepsakes. Stuff can be inspirational or stuff can be frustrating. In our society, there is “my” stuff and your “stuff” that holds different values. In our families, cities, and society, we collectively have stuff. What does “all of this” stuff do for us?

Our stuff usually falls into a range of categories, some of which have significance or meaning while others are just an accumulation of artifacts. However, looking through our stuff usually brings back memories or can stimulate new thoughts. Looking at other’s stuff may leave one pondering if it has significance or value. It is the wonder of stuff that can make it so exciting, if we know the stories that go with it. If it is stuff that a grandparent has, it is intriguing to understand what it meant to them or what it might mean to us. It could have historic value, monetary value, and sentimental value or research value.

Understanding that we are all intrigued by stuff at one point or another, what can we do to utilize that interest for stimulating the learning process? If we look at models of places where stuff exists, there are many exciting examples, some formally organized and some pretty casual. Hands on science museums or exploratoriums are a classic example. They seem to stimulate creative thinking in both children and adults alike.

the value of “stuff”To get in and “play” with science experiments usually leaves a lasting impression for many. On the other hand, visiting a junkyard, an electronic parts store or an art supply store will stir the creative juices of others. Art museums, aquariums, concert halls, zoos and many other places can also have an impact on many.

Why can’t we provide this same kind of stimulation in our schools? Various learning spaces or centers might be littered with creative objects that relate to what might be learned there. An art room filled with objects to sketch, materials to build sculptures or make collages are obvious examples. Why not find ways to encourage the incorporation of stuff, whether formally organized in displays, informally organized in drawers or stashed on shelves in any and all learning spaces. Why not have the artifacts that students create put on display in areas outside the regular “classroom”. Large windows into learning spaces can allow others to vic ariously participate in what is going on in the formal learning spaces. Seeing students working on graphic displays as you walk down a corridor can be exciting. Seeing older students working on projects can inspire younger students to want to be “like them”.

Creative problem solvers typically don’t work sitting at a fixed desk with no visual or tactile stimulation. Maybe we should start developing creative problem solvers in the kind of environment that supports those we are hoping they will become.

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grand canyon university: college of arts & science

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applied learning. CREATIng SPACES fOR EffECTIVE lEARnIng


applied learning. CREATIng SPACES fOR EffECTIVE lEARnIng

With more knowledge on how our brain processes information, learning and teaching styles have been adjusting over time to be more effective. And with technology at our finger tips, there are many new opportunities for teaching and learning. These opportunities allow teachers to create learning environments which can deviate from the traditional classroom and create spaces spur on learning and interaction.

Access to the information through the internet, whether through computers or cell phones, continues to become more universal and less expensive. Any ten year old knows how to text you or use an MP3 player or Ipod. And, as cloud computing becomes commonplace, the need for expensive software will be reduced and what is available will be more accessible to more individuals. Will this change the way in which instruction is provided? We are already seeing where university professors and some high school teachers are providing, what had traditionally been classroom lectures, the textural information on podcasts and blogs and are using the in-class time for hands-on application of the topic. Imagine if your students were able to get more hands-on time in the classrooms rather than just teaching the textbooks!

The impact that this has on the learning space is significant. If a large portion of the time spent there would be applying knowledge rather than just being presented knowledge, would that space not differ greatly depending upon the subject, the method of application or presentation of the results of the application? Potentially more hands-on workspace would be appropriate in some areas, or more elaborate presentation areas may be necessary in others. Often times, in the real world, the application of information means collaboration. Collaboration requires teams of people to work together, discover together, think and explore together and present together to other groups, many of which would be significantly larger than their own. Imagine if we were teaching our children that from an early age!

A student’s exploration and collection of information is often cumulative. Again, how will this change the paradigm of what educational space is and where it is? Some would suggest that learning and retrieval of information could

and should happen anywhere. This has led to the inclusion of wide spots in hallways and larger student lounge/study areas, knowing that students are “on-line” everywhere they can find a spot to sit and will gather in study groups in any convenient place. How might this same thinking be included into K-12 environments? Does it have a place and if so, how would it be supervised?

With the utilization of applied learning, teaming and immediate access to information, what would this say about the need for traditional “classrooms” and how can spaces be created that are as flexible as practical and still provide supervision and access to mentoring, academic guidance and support?

These questions have been the basis for a new generation of learning environments. Designing to meet the needs of specific developmental levels, learning styles and subject areas is becoming mandatory to ensure that we encourage each student to maximize their potential. The advantage is that it makes “school” more relevant to each student and can excite them and encourage them to see the fun and creativity that true and learning can provide.

It takes extra effort to determine what is most appropriate to support the curriculum and, at the same time, create an environment that reaches out and compels students to be excited about “finding things out for themselves”. Through facilitated interactive brainstorming, led by a design team from Orcutt | Winslow, creative and new designs of educational spaces can be created. Orcutt | Winslow’s design teams have extensive knowledge of current educational strategies and space design, and understand the developing ideas and teaching concepts from around the country. We can assist you in creating facilities that stimulate your students to become self-directed and life-long learners.

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can a building teach?Phoenix’ Bioscience High School is an immersion into exploration itself--designed as an evolving teaching tool, with the future of science and technology in mind. Through responsiveness to environment, culture, and urban context, a unique educational philosophy is supported by way of architecture. Fossils are cast into the large east and west facing concrete walls to tell the story of geological time relationships, and illustrate environmentally-appropriate orientation for solar exposure in the Sonoran desert, while finishes are designed to represent DNA strands and chromosomes, with signage in the style of the periodic table of the elements. Open to a diverse socio-economic student population, the building responds to the district’s program that emphasizes collaboration, team teaching, and independent learning.


can a building teach?

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One of the strengths of our nation has been its ability to synthesize ideas and concepts and create new methods, systems and products. As we are having to compete more and more with others around the globe, that ability has served us well. But, as our economy has struggled over the past few years, our ability to maintain that edge has been challenged with greater frequency. At the same time, our reduction in spending on education has been reduced significantly. This has lead to reductions in many programs that have provided key elements in helping learn creative problem solving. Arts, music, athletics and numerous other traditional subject areas are no longer a part of the curriculum. This is at a time when as Peter Senge in his book, “Schools that Learn” suggests, we need to be stepping away from the “factory model” that has been the basis for most education since the World War II and be looking for project-based learning and teaming strategies. It has caused most of the educational systems around the world to be left-brain intensive. The idea of providing a balance between right and left-brain stimulation and exercise is assumed by many to be absolutely be necessary.

This deficiency raises the question of how we incorporate these traditional foundational learning needs into the current pedagogy within the current financial constraints? The concepts of project-based learning, teaming and applied learning may provide avenues for learning creative problem solving skills. In addition, greater emphasis on understanding the diversity of learning styles may provide natural outlets for both right and left-brain development.

What kind of learning environment will be required to accommodate this change in teaching and learning? There are several elements that run counter to traditional learning spaces. First, the potential to have “things” that inspire inquisitiveness would seem to be appropriate. A wonderful example is found in the Minneapolis “Zoo School’s” science classroom. It has a collection of snakes and other animals that instill curiosity just by entering the room. Similarly, their art classroom is filled with objects, including stuffed animals. The question of having subjects to sketch, photograph, sculpt or depict in any way is answered the minute one crosses the threshold.

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CrEATIvITy In A Global Economy


CrEATIvITy In A Global EconomyThis approach to teaching and learning suggests that some spaces may require different thinking in terms of form and scale. It certainly suggests that four blank walls my also not be the answer. Places that invite exploration, areas that welcome small groups to look at, take apart, discuss or conjecture on relevance or opportunities provided might be part of larger spaces, provided in smaller alcoves, become part of a “corridor” or even be outside.

There is not likely one answer that fits all and surely as time marches on, what seems relevant today may be outdated in just a few years. Adaptability, adjustability, mobility and any other method of being able to modify a space will be ever more necessary.

How does one go about creating these spaces that speak to enhancing the art of creative problem solving. It takes a concerted effort to re-examine how we learn, what the specific environmental needs are that each activity should have to support it, and the size and composition of groups that might be most effective in this process. In addition, exploration of other models or environments where learning takes place, might provide new concepts appropriate for specific learning activities. If we use the term classroom, immediately we almost universally mentally picture a space that is rectangular and houses between 25-30 students sitting in desks or at tables. If we substitute the term “learning

space” for the word classroom, immediately we begin to picture a range of spaces, some of which might be outside under a tree. Exploring the concept of learning spaces with a fresh start can often lead to the creation of a new model that allows attention to be focused on new paradigms and releases us from traditional models. This does not mean that classrooms are not appropriate any more than that they are mandatory.

Providing collections of learning spaces that support techniques focused on both right and left-brain stimulation may be a key to rethinking what schools should be. Every community is different, every educational program is unique and one size does not fit all. However, it may be appropriate to explore options and if nothing else, validate that current thinking within a district or school. Our experience and expertise in facilitation of both large and small groups has been able to lead many schools through a process to evaluate their needs in relation to the changing global paradigm. Some have made dramatic changes in their educational and facility direction and others have made small adjustments, clarifying specific needs and areas of support. We can help you in your endeavor to provide your children with the most effective learning environments.

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T.G. Barr ElEmEnTary School • PHOENIx, AZ

More than 400 students walk these stairs each day.It only takes ONE to make a difference.


for nearly 20 years, Orcutt | Winslow has been a pioneer in the utilization of computer-aided 3D design and documentation. Recognized internationally as a world leader in this area, as indicated by the firm’s winning the first Building Information Model award at the American Institute of Architects National Convention, the firm has pioneered techniques that others are just beginning to understand.

exaCTlY whaT IS bIM? With the ability of computer aided design, buildings can be conceived and documented in three dimensions. This ability to create a “virtual building” means that all of the elements of a building are created much the same way the contractor traditionally built the building. Each element is created and fit together so that looking at the “virtual building” from any point, it would be as though you were standing in or around the actual building. You can walk through a door, look at a cabinet as it sits in the room and see how equipment will fit in space. You can also look at clearances between mechanical system elements and the structure. Virtually all elements of the building are modeled correctly before they are constructed.

hOw DOeS bIM wOrk, reallY? Each participant in the design and build process has their own role to play, though different from how they would have in the past. However, the most significant impacts are when groups are able to sit around a table and with real time projected images, look in detail at various elements of the design and make intelligent decisions by coming to agreement on the best solutions.

hOw DOeS bIM help The arChITeCT?The very beginning of the design process has changed because the design can be created in three dimensions from the beginning. Obviously, any three dimensional object can be viewed from overhead and appears as a plan.

The designer can design from within the building as well as from the exterior. Working with engineers, the ability to coordinate the location of systems or to utilize building systems as design elements is enhanced greatly. Understanding the scale of a space, the relative or specific values of colors and their impact, lighting level, the character of materials and textures are also benefits available.

As the building envelope changes, quantities are automatically updated. Working with consultants and contractors using the 3D model, individual systems can be isolated or combined to help all understand the interface with each element.

hOw DOeS bIM help The COnTraCTOr?With their involvement early in the design process, the contractor has an intimate knowledge of both the intent of the design and the specifics of the building systems. Because they have the opportunity to provide input into the design of systems and materials, they can determine construction processes and sequences much more effectively. More effective cost control, better coordination of subcontractors and more effective scheduling.

hOw DOeS bIM help The ClIenT?For many people, clearly understanding two dimensional drawings is difficult. With the “virtual building” model, the client can actually see the building, from either the interior or the exterior, from the beginning of the design process. The ability to make value judgements when you can virtually be in the space or see it as others would as you approach or walk through, allows for more intelligent decision making. It also allows you to understand the components and complexity of the building systems. You can then have a great deal more assurance that all elements are being considered and that the design is constructable and costs for unknown or contingency are minimized.

building information modeling

bringing your buildings to life...

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TECHNOLOGy

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chaparral high school redevelopment scottsdale, az347,000 SF • 38 acreS • GradeS 9-12 • completed 2008 • $50m

every detail counts...


chaparral high school redevelopment scottsdale, az347,000 SF • 38 acreS • GradeS 9-12 • completed 2008 • $50m

every detail counts...

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Classroom Log: Wednesday February 12, 2020 and 6th grade students are accessing their work plan, developed with their mentor/teachers at the beginning of the month, and updated on Monday of this week. Within the natural sciences learning space, the research team is able to find their specific seashell in the research wall collection and then view its counterparts in the holographic projection alcove. While listening to the explanation of its origin from the collection of essays from the biology specialists accessed on sound isolated speakers in that alcove, they can then explore the composition of the shell’s chemistry on their individual roll-up video displays.

As they begin to assemble their presentation for the rest of their learning group, they each take responsibility for a part of the presentation’s creation. One will develop the background music, one will orchestrate the video and animation components while another writes the script outline. They each take a portion of the research. One looks at the history and geography, another at the chemical composition of the shell and find ways to distinguish it from others of similar character. Yet others look for information on the mollusk that created the shell and its life cycles and the impact they had as a food source on human development in the adjacent geography over time.

When we place imaginary students in the future, we can create scenarios that sound very exciting and not unreasonable to achieve. When we try to put it in the reality of today, we have difficulty visualizing how it could happen. The question is, how do we start the transition to what we could imagine in the future. Of course, no matter what we picture, the future will be different because we cannot really imagine what will happen in the interim. When we look at the recent past and see what changes have happened with communications and information technology and the social changes it is fostered, making specific projections to the future will likely be short sighted.

Each year, we collectively discover or invent such a wide range of things, and prepare students to adapt their lives to change would appear to be an essential element of our teaching and learning goal. One of the most impactful areas of knowledge expansion is in brain function research. In his book, “The Master and

2020: is it possible TODAy? His Emissary”, Iain McGilchrist alludes to the idea that we have fostered left brain function, at the expense of the right brain in our education system of the past few decades. He suggests that the left-brain looks at a problem and tries to find a previous answer to solve that problem. Conversely, he suggests that the right-brain sees a problem and looks at all of the ways the problem might be solved. Of course this suggests that a balance of problem solving approaches is more appropriate. His suggestion would be that the balance should lean toward the right-brain approach to create “creative problem solvers”. This would point our educational strategies toward the areas where right-brain development is encouraged. This would mean educating the whole child, specifically including the arts and music and other creative pursuits

“Providing sensory-rich input - reducing the amount of low-sensory input materials and processes such as textbooks, worksheets, and working in isolation -


2020: is it possible TODAy?

moves instruction towards rigor and relevance” according to Willard Daggett and William Cassell in a recent article Peer Learner Engagement: Enhancing the Promise of School Improvement, for the International Center for Leadership in Education. They go on to point out the benefits of cooperative and applied learning in this regard. Group projects and peer mentoring are recognized as extremely effective ways of helping students achieve and excel.

One key to helping students achieve their creative best is to allow them to develop at their own speed. That is a great goal but as a teacher, supporting a large number of students or as in a high school or college setting, where learning is often segregated into discreet subjects, administration of students’ progress and keeping them stimulated and applying themselves to targeted goals is a daunting task. With the ever increasing capability of technology and its ubiquitous use by students of all ages, strategies need to be and are being developed that will support individualized learning programs that will assist both the student and teacher/mentor. Until the cost of technology decreases to the point that it is universal this goal will be difficult to achieve. However, its anticipation should encourage the design of learning spaces that will support and enhance that possibility when it is practical.

As stated above, the advances in technology and its pervasiveness in today’s culture has changed traditional social patterns and expectations. A frequent quote today is that “students need to dumb down” to go to school. That is at virtually all levels. Students are early adopters of new ideas or tools. This has fostered the idea that one can learn anywhere at any time. Having to carry large numbers of heavy textbooks is disappearing in lieu of on line access to information. This has spawned a sense that one can study by oneself or in a group, as they choose at that moment. It has also led to the habitation of any space that seems even the least conducive to sitting, laying or even standing as learning space. The need to be in the “classroom” or the “library” to study is becoming obsolete. It does not mean that formal learning spaces of some type, or libraries will not be needed but that there are many other learning space tools in the student’s arsenal of places to learn.

Traditional teaching and learning followed the “factory model”, as Peter Senge says in the book Schools That Learn. He suggests that too many schools still utilize this model of administrative control and regimented learning by memorizing facts and figures or doing rote projects. Making the change of direction for both students and teachers comes down to the question “Will We Allow Them To Do It?”. Schools of education at many universities

feel the obligation to teach teachers how to teach in a more traditional fashion, since that is where the jobs are. Progressive schools have difficulty finding teachers that are comfortable allowing students more freedom and have difficulty encouraging group assignments. How in the world do you expect me to give someone a grade if they have been working with a group? All to often teaching strategies are crafted for the teacher rather than the student. Because of the rapid pace of change in knowledge, technology and social norms, students’ expectations often vary from those of the faculty. Changing the mind set to assume that given the opportunity to explore, discover, create and even to make a mistake, students will be far more capable of creative problem solving and of finding and discerning the quality of information than we have allowed them to be in the “traditional” classroom learning environment.

Not only can we but we must allow them to do it and even more, encourage them to do it, that is be creative and take on more responsibility for their own education. Only time will tell if we gave them the tools to succeed in the year 2020 and beyond.

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TECHNOLOGy

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You can never have an impact on society if you have not changed yourself. “ “Nelson Mandela


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Sustainable design is the holistic approach to designing the built environment that includes the synergistic integration of architecture, engineering and construction. The synergy is such that the design creates a balance between environmental, economic and social aspects while paying special attention to conservation of resources.

A “sustainable” building places a high priority on community connectivity, resource conservation, health and well-being of its users over its life-cycle. The basic principles of sustainable design can be categorized under the following five categories:

1. Understanding the natural environment

2. Understanding local context

(People & Place)

3. Understanding resources

4. Understanding health and well-being

5. Understanding regenerative approach to design

what is sustainable design?

• Human activities are changing the composition of Earth’s atmosphere (EPA website).

• The atmospheric buildup of CO2 and other greenhouse gases is largely the result of human activities such as the burning of fossil fuels (EPA website).

• Increasing greenhouse gas concentrations tend to warm the planet (EPA website).

• Buildings annually consume more than 30% of the total energy and more than 60% of the electricity used in the US and is a major contributor to greenhouse gas emissions (USGBC website).

• Each day 5 billion gallons of potable water is used solely to flush toilets (USGBC website).

• A typical north American commercial construction project generates up to 2.5 pounds of solid waste per square foot of completed floor space (USGBC website).

• Sustainable design practices help create healthy environments with reduced utility and other operating costs, thus reducing greenhouse gas emissions.

So, why should we do it? Because we care about our environment and it’s the right thing to do.

why should we do it?

how should you go about it?

• Use a collaborative design approach that includes owners, end-users, architects, designers, engineers and contractors

• Have a systems approach dialogue between all collaborating parties and talk about various ways to promote sustainability

• Discuss design goal, issues, strategies to implementing sustainability

• Ensure that every team member understands and buys into the concepts of implementing sustainability.

• Evaluate these concepts at every phase of the project

it starts with just one...you.

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sUsTAINAbILITy in the desert

Pendergast Elementary School Phoenix, AZDesigned and Registered for LEED for Schools Silver Certification

Murphy Wellness Center Phoenix, AZDesigned and Registered for LEED NC 2.2 Gold Certification

Verrado High School Buckeye, AZLEED - NC 2.1 Silver Certified

Sedona-oak creek Unified School District-Performing Arts Center Sedona, AZDesigned and Registered for LEED Gold Certification

orcutt | Winslow offices Phoenix, AZLEED-CI 2.0 Gold Certified

Sun life Health Clinic Eloy, AZ Designed for LEED NC Silver Certification

Sedona-oak creek Unified School District office Sedona, AZDesigned and Registered for LEED-NC 3.0 Platinum certification

Estrella Mountain Community College Mariposa Hall Avondale, AZ LEED-NC 2.2 Gold Certification

Tg Barr & Julian Elementary Schools Phoenix, AZ Designed for LEED for Schools Certification

grand Canyon Bright Angel Remodel Designed and Registered for LEED-CI Platinum Certification

Westwind Intermediate School Phoenix, AZDesigned for LEED for Schools Silver Certification

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green isn’t just a buzzword we like to throw around in our office because it sounds good. we integrate green principles into each of our buildings, even if they aren’t seeking Leed certification. it’s simply the way our firm has been from its inception... we speak about it nationally, and we’ve even received recognition for our efforts throughout the past 40 years. what we want you to understand is that we will work closely with you to integrate sustainable principles into your schools, to not only help current generations with improved testing scores and healthier environments for learning, but also the future generations who will benefit from us being conscientious of the resources we have now.

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Can you imagine a world with healthy environments? I can! It’s my prerogative here at Orcutt | Winslow to direct each of the education teams in designing facilities that provide a better education for your students, whether it’s simple daylighting or a healthier environment with the carpets, paints, and materials we use. I have helped create a momentum within the office to integrate sustainability into each of our projects. And, it’s not always about LEED certification - more, it’s about the understanding that we can help nurture the environment that we live in. What better way to do this than to infuse these elements into the schools we are designing!

And, what is even more exciting is that green design isn’t just for new schools. We’ve worked with clients on their existing buildings to bring in sustainable design elements, creating strategic plans for how to implement these with minimal costs. Imagine the possibility your school giving back to the environment! There are so many things that we can help you implement into your schools to make this world a better and healthier place! Join me in being a part of the legacy we leave for our children.

Dr. Caroline lobo, lEED-AP, AIA,

Orcutt | Winslow Sustainability Expert

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“understanding that we can help nurture the environment that we live in”


“understanding that we can help nurture the environment that we live in”

The following are some of the sustainable design principles we would recommend for healthy facilities:• Develop a maintenance program on-line that can monitor

and notify the district when filter replacements are due, periodic maintenance activities, etc.

• Add Energy Management Systems that monitor occupancy and control temperature and ventilation needs and more importantly track utilities.

• Provide daylighting in all spaces. • Apply for energy efficiency grants from utility companies.

Electrical companies will pay for portions of certain electrical lighting and efficient equipment upgrades.

• Create an efficient building envelope with R-19 insulation for walls, Energy Star roofing systems with R-30 insulation for roofs.

• Use zero VOC (Volatile organic compounds) paints and low VOC adhesives for all interior finishes.

• Use recycled materials such as carpets, wood cabinets/doors, steel etc. whenever feasible.

• Use low flow and high efficiency plumbing fixtures for water conservation.

• Design for low maintenance of the exterior landscaped environment or xeriscape landscaping.

• Recycle gray water for landscape irrigation.• Design shaded windows on East, West and South façade

of building walls.• Integrate solar power for water heating and generating

electricity.• Implement a waste recycling program• Implement a green operations program

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Rapid Ci t y, SD 44° 4' 52" | -103° 13' 51"Anchorage, AK 61° 13' 3" lat : -149° 51' 27"Minneapol is , MN 44° 58' 44" | -93° 15' 53"Greensboro, NC 36° 4' 8” lat : -79° 47' 40"Flushing, NY 40° 46' 9" lat : -73° 48' 53" Bozeman, MT 45° 40' 45 lat : -111° 1' 59" Indianapol is , IN 39° 46' 1" lat : -86° 8' 59"Cherchel l , Algeria 36° 35' 52 | 2° 11' 27”Montauk, NY 41° 1' 52 lat : -71° 57' 13"PHX 33° 26' 53” | -112° 4' 35”HI 21° 27' 14 : -158° 0' 27logan UT 41° 44' 10" | -111° 50' 5"san bernan CA 34° 6' 18" : -117° 17' 38"zimbabwe -20° 10' 19" : 28° 34' 52"L ACA 34° 3' 11” | -118° 14' 24"SEat WA 47° 36' 12" : -122° 19' 46"San ANt 29° 25' 28" : -98° 29' 40"PeterbroOnt 44° 18' 2" : -78° 19' 16"Tulsa 36° 8' 59" : -95° 59' 36"KCMO 39° 6' 10 : -94° 34' 59napervi l le I l 41° 46' 13" : -88° 9' 11"

29° 25' 28" | -98° 29' 40"

52° 30' 57" | 13° 22' 37"

42° 43' 47" | 25° 29' 29"

28° 36' 26" | 77° 12' 17"

21° 27' 14" | -158° 0' 27"

61° 13' 3" | -149° 51' 27"

36° 35' 52” | 2° 11' 27"

41° 1' 52” | -71° 57' 13"

42° 6' 4” | -72° 35' 21"

36° 35' 52” | 2° 11' 27"

36° 4' 8” | -79° 47' 40"

44° 58' 44" | -93° 15' 53"

19° 19' 36" | -99° 1' 9"

44° 4' 52" | -103° 13' 51"

29° 4' 51" | -110° 57' 7"

33° 26' 53” | -112° 4' 35”

41° 44' 10" | -111° 50' 5"

34° 3' 11” | -118° 14' 24"

Visit www.architecture2030.org to find out more.

thinK

GrEEN

Architecture 2030, a non-profit, non-partisan and independent organization, was established in response to the global-warming crisis by architect Edward Mazria in 2002. 2030’s mission is to rapidly transform the US and global Building Sector from being the major contributor of greenhouse gas emissions to being a central part of the solution to the global-warming crisis.

To accomplish this, Architecture 2030 has issued The 2030 Challenge asking the global architecture and building community to adopt the following targets:

All new buildings, developments and major renovations shall be designed to meet a fossil fuel, GHG emitting, energy consumption performance standard of 50% of the regional (or country) average for that building type.

the 2030 challenGeAt a minimum, an equal amount of existing building area will be renovated annually to meet a fossil fuel, GHG-emitting, energy consumption performance standard of 50% of the regional (or country) average for that building type. The fossil fuel reduction standard for all new buildings and major renovations shall be increased to:• 60% in 2010• 70% in 2015• 80% in 2020• 90% in 2025 • Carbon-neutral in 2030 (using no fossil fuel GHG

emitting energy to operate).

Orcutt | Winslow has adopted the 2030 challenge and is committed to working with our clients on reducing the carbon footprint of each of their facilities.


Pendergast Elementary SchoolDesigned and Registered for LEED for Schools Silver Certification 35% more efficient • 78,000 SF • 750 students

28 www.owp.com

Pendergast Elementary K-8 School OW Project # 07_046 Page 1 of 8 4/12/10

LEED for Schools 2007Registered Project Checklist

Category Responsible Party Status NotesYes ? No

7 7 Sustainable Sites 16 Points

Y

Prereq 1 Construction Activity Pollution Prevention Required

Civil Engineer -

Denis MartinComplete SWPP Prepared as part of G & D plans

Y

Prereq 2 Environmental Site Assessment RequiredARC

EnvironmentalComplete

Phase-1 and Phase-2 Environmental Surveys

completed and no pesticide residues found

1

Credit 1 Site Selection 1

Civil

Engineer/ARC

Enviromental

PendingPhase-1 Environmental Survey has some of the

relevant information. Civil Engineer will certify

other requirements.

1

Credit 2 Development Density & Community Connectivity 1

District/Architect Pending Do not qualify

1 Credit 3 Brownfield Redevelopment 1

1

Credit 4.1 Alternative Transportation, Public Transportation Access 1

Architect Pending

OPTION 3 IS THE ONLY POSSIBLE

SCENARIO. OPTION 2 doesn't apply since we

do not have have two bus lines within a 1/4 mile

of the school. The closest public bus line is on

91st and Thomas (Greenline Avondale). Need to

determine if 80% of the students live within 3/4

mile of the school site.

Credit 4.2 Alternative Transportation, Bicycle Use 1

Architect Pending

Need to dedicate two bicycle lanes, and storage within

200 yards of the school. 5% of the building staff and

students above third grade = 15 classrooms x 30

students = 450 students. 5% = ~25 bicycles. Widen

sidewalk to 10' along the south and dedicate 4' to a

bicycle path. Update: two paths are needed and

93rd avenue alignment may help at a later date.

Will attempt point anyway.

1

Credit 4.3 Alternative Transportation, Low-Emitting & Fuel-Efficient Vehicles 1

Architect Pending

Provided 4 ALT-FUEL preferred parking spaces.

Designated portion of the parent drop-off as a

designated carpool drop-off area. All of the

parent drop-off is technically "carpool drop-off".

1

Credit 4.4 Alternative Transportation, Parking Capacity 1

Architect PendingSchool sites are exempt from zoning ordinances.

Parking capacity needs justification. Need to

designate carpool and vanpool spaces min. 5%

Project Name: PENDERGAST ELEMENTARY SCHOOL

Project Address: 3802 N. 91st Ave, Phoenix, AZ 85037

OPTION 1

Develop and implement a plan for the buses and maintenance vehicles serving the school to use 20% natural

gas, propane, biodiesel or low-emitting and fuel-efficient vehicles.

OR

OPTION 2

Provide preferred parking for 5% of the total vehicle parking capacity of the site and at least one designated

carpool drop-off area for low-emitting and fuel-efficient vehicles.

For the purposes of this credit, low-emitting and fuel-efficient vehicles are defined as vehicles that are either classified

as Zero Emission Vehicles (ZEV) by the California Air Resources Board or have achieved a minimum green score of

40 on the American Council for an Energy Efficient Economy (ACEEE) annual vehicle rating guide.

“Preferred parking” refers to the parking spots that are closest to the main entrance of the project (exclusive of spaces

designated for handicapped) or parking passes provided at a discounted price.

Do not develop buildings, hardscape, roads or parking areas on portions of sites that meet any one of the following

criteria:

❑ Prime farmland as defined by the United States Department of Agriculture in the United States Code of

Federal Regulations, Title 7, Volume 6, Parts 400 to 699, Section 657.5 (citation 7CFR657.5)

❑ Previously undeveloped land whose elevation is lower than 5 feet above the elevation of the 100-year flood

as defined by FEMA (Federal Emergency Management Agency)

❑ Land that is specifically identified as habitat for any species on Federal or State threatened or endangered

lists

❑ Within 100 feet of any wetlands as defined by United States Code of Federal Regulations 40 CFR, Parts

230-233 and Part 22, and isolated wetlands or areas of special concern identified by state or local rule, OR

within setback distances from wetlands prescribed in state or local regulations, as defined by local or state

rule or law, whichever is more stringent

❑ Previously undeveloped land that is within 50 feet of a water body, defined as seas, lakes, rivers, streams and

tributaries which support or could support fish, recreation or industrial use, consistent with the terminology

of the Clean Water Act

❑ Land which prior to acquisition for the project was public parkland, unless land of equal or greater value as

parkland is accepted in trade by the public landowner (Park Authority projects are exempt)

OPTION 2—COMMUNITY CONNECTIVITY

Construct or renovate building on a previously developed site AND within 1/2 mile of a residential zone or

neighborhood with an average density of 10 units per acre net AND within 1/2 mile of at least 10 Basic Services

AND with pedestrian access between the building and the services.

Basic Services include, but are not limited to:

1) Bank; 2) Place of Worship; 3) Convenience Grocery; 4) Day Care; 5) Cleaners; 6) Fire Station; 7) Beauty; 8)

Hardware; 9) Laundry; 10) Library; 11) Medical/Dental; 12) Senior Care Facility; 13) Park; 14) Pharmacy; 15)

Post Office; 16) Restaurant; 17) Other Schools or Universities; 18) Supermarket; 19) Theater; 20) Community

Center; 21) Fitness Center; 22) Museum.

Proximity is determined by drawing a 1/2-mile radius around any building entrance on a site map and counting

the services within that radius.

Requirements

Create and implement an Erosion and Sedimentation Control (ESC) Plan. The Plan shall describe the measures implemented to

accomplish the following objectives:

❑ Prevent loss of soil during construction by stormwater runoff and/or wind erosion, including protecting

topsoil by stockpiling for reuse.

❑ Prevent sedimentation of storm sewer or receiving streams.

❑ Prevent polluting the air with dust and particulate matter.

Conduct a Phase I Environmental Site Assessment (as described in ASTM E1527-05) to determine if environmental

contamination exists at the site. If contamination is suspected, conduct a Phase II Environmental Site

Assessment (as described in ASTM E1903-97 (2002)).

OPTION 2

Locate project within 1/4 mile of one or more stops for two or more public or campus bus lines usable by building

occupants. A school bus system may count as one of these lines.

OR

OPTION 3

Show that the school where the project is located has an attendance boundary in which at least 80% of students

live within no more than 3/4 mile for Grades 8 and below, and 1-1/2 miles for Grades 9 and above. In addition,

locate the project on a site that allows pedestrian access to the site from all residential neighborhoods that house

the planned student population.

AND in all cases, provide dedicated walking or bike routes to the transit that extend from the school building at

least to the end of the school property in 2 or more different directions, ensuring that walking routes and bike

lanes have no barriers on school property (i.e. fences).

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

staff and students above third grade level (measured at peak periods).

AND provide shower and changing facilities in the building, or within 200 yards of a building entrance, for

0.5% of Full-Time Equivalent (FTE) staff.

AND provide dedicated bike lanes that extend at least to the end of the school property in 2 or more different

directions, ensuring that bike lanes have no barriers on school property (i.e. fences).

OPTION 1

Size parking capacity to not exceed minimum local zoning requirements AND provide preferred parking for

carpools or vanpools for 5% of the total provided parking spaces.



Requirements

3 Credit 2 On-Site Renewable Energy 1 to 3

2.5% Renewable Energy 1

2 7.5% Renewable Energy 2

12.5% Renewable Energy 3

1

Credit 3 Enhanced Commissioning 1

Commissioning

AgentPending

Commissioning Report will be provided by

consultant.

1

Credit 4 Enhanced Refrigerant Management 1

Mechanical

EngineerPending

Compliance Certificate need from Mech

Engineer. Update: Mechanical engineer has

completed the calculations and has

determined that WE DO NOT

QUALIFY.

1

Credit 5 Measurement & Verification 1

This point may be sought after completion if

needed.

1

Credit 6 Green Power 1

Green power may be purchased after completion

of the school for 2 consecutive years if needed.

continued…

Implement, or have a contract in place to implement, the following additional commissioning process activities

in addition to the requirements of EA Prerequisite 1 and in accordance with this LEED for Schools Reference

Guide:

1. Prior to the start of the construction documents phase, designate an independent Commissioning Authority

(CxA) to lead, review and oversee the completion of all commissioning process activities. The CxA shall, at

a minimum, perform Tasks 2, 3 and 6. Other team members may perform Tasks 4 and 5.

a. The Commissioning Authority shall have documented commissioning authority experience in at least two

building projects.

b. The individual serving as the Commissioning Authority shall be—

i. independent of the work of design and construction;

ii. not an employee of the design firm, though they may be contracted through them;

iii. not an employee of, or contracted through, a contractor or construction manager holding construction

contracts; and

iv. (can be) a qualified employee or consultant of the Owner.

c. The Commissioning Authority shall report results, findings and recommendations directly to the Own-

er.

d. This requirement has no deviation for project size.

2. The Commissioning Authority shall conduct, at a minimum, one commissioning design review of the Owner’s

Project Requirements (OPR), Basis of Design (BOD) and design documents prior to mid-construction docu-

ments phase and back-check the review comments in the subsequent design submission.

3. The Commissioning Authority shall review contractor submittals applicable to systems being commissioned

for compliance with the OPR and BOD. This review shall be concurrent with A/E reviews and submitted to

the design team and the Owner.

4. Develop a systems manual that provides future operating staff the information needed to understand and

optimally operate the commissioned systems.

5. Verify that the requirements for training operating personnel and building occupants are completed.

6. Assure the involvement by the Commissioning Authority in reviewing building operation within 10 months

after substantial completion with O&M staff and occupants. Include a plan for resolution of outstanding

commissioning-related issues.

❑ Develop and implement a Measurement & Verification (M&V) Plan consistent with Option D: Calibrated

Simulation (Savings Estimation Method 2) or Option B: Energy Conservation Measure Isolation, as speci-

fied in the International Performance Measurement & Verification Protocol (IPMVP) Volume III: Concepts and

Options for Determining Energy Savings in New Construction, April, 2003.

❑ The M&V period shall cover a period of no less than one year of post-construction occupancy.

❑ Provide a process for corrective action to ensure energy savings are realized if the results of the M&V plan

indicate that energy savings are not being achieved

Need to purchase green power for up to 35% of the electricity needs of the school for two consecutive years.

Select refrigerants and HVAC&R that minimize or eliminate the emission of compounds that contribute to

ozone depletion and global warming. The base building HVAC&R equipment shall comply with the follow-

ing formula, which sets a maximum threshold for the combined contributions to ozone depletion and global

warming potential:

LCGWP + LCODP x 105 ≤ 100

Where:

LCODP = [ODPr x (Lr x Life +Mr) x Rc]/Life

LCGWP = [GWPr x (Lr x Life +Mr) x Rc]/Life

LCODP: Lifecycle Ozone Depletion Potential (lbCFC11/Ton-Year)

LCGWP: Lifecycle Direct Global Warming Potential (lbCO2/Ton-Year)

GWPr: Global Warming Potential of Refrigerant (0 to 12,000 lbCO2/lbr)

ODPr: Ozone Depletion Potential of Refrigerant (0 to 0.2 lbCFC11/lbr)

Lr: Refrigerant Leakage Rate (0.5% to 2.0%; default of 2% unless otherwise demonstrated)

Mr: End-of-life Refrigerant Loss (2% to 10%; default of 10% unless otherwise demonstrated)

Rc: Refrigerant Charge (0.5 to 5.0 lbs of refrigerant per ton of cooling capacity)

Life: Equipment Life (10 years; default based on equipment type, unless otherwise demonstrated)

For multiple types of equipment, a weighted average of all base building level HVAC&R equipment shall be

applied using the following formula:

[ ∑ (LCGWP + LCODP x 105) x Qunit ] / Qtotal ≤ 100

Where:

Qunit = Cooling capacity of an individual HVAC or refrigeration unit (Tons)

Qtotal = Total cooling capacity of all HVAC or refrigeration (Tons)

Architect Pending Udpate: 12+ KW system will give us 1 point.



Requirements

Yes ? No

5 8 Materials & Resources 13 Points

Y

Prereq 1 Storage & Collection of Recyclables Required

Architect CompleteTotal of 225 sf of recycling stations distributed

between the four buildings.

1 Credit 1.1 Building Reuse, Maintain 75% of Existing Walls, Floors & Roof 1

1 Credit 1.2 Building Reuse, Maintain 100% of Existing Walls, Floors & Roof 1

1 Credit 1.3 Building Reuse, Maintain 50% of Interior Non-Structural Elements 1

1Credit 2.1 Construction Waste Management, Divert 50% from Disposal 1

1

Credit 2.2 Construction Waste Management, Divert 75% from Disposal 1

1 Credit 3.1 Materials Reuse, 5% 1

1 Credit 3.2 Materials Reuse,10% 1

1

Credit 4.1 Recycled Content, 10% (post-consumer + ½ pre-consumer) 1

1

Credit 4.2 Recycled Content, 20% (post-consumer + ½ pre-consumer) 1

1

Credit 5.1 Regional Materials, 10% Extracted, Processed & Manufactured Regionally 1

1

Credit 5.2 Regional Materials, 20% Extracted, Processed & Manufactured Regionally 1

1

Credit 6 Rapidly Renewable Materials 1

Doubtful. Need to verify if this applies

1

Credit 7 Certified Wood 1

Architect/JOC Pending

Doors, and other wood products we have. Have

very little plywood in the project. May be possible

to have 50% of the wood to be certified. Might be

better as an alternate.

Yes ? No

7 12 Indoor Environmental Quality 20 Points

Y

Prereq 1 Minimum IAQ Performance Required

Mechanical

EngineerComplete

The building should have been designed to meet

ASHRAE 62 Ventilation standard. Need

compliance certificate from Mechanical Engineer

YPrereq 2 Environmental Tobacco Smoke (ETS) Control Required

District/Architect Pending Need paperwork from district in this regard

Y

Prereq 3 Minimum Acoustical Performance Required

Acoustical

EngineerPending

Classroom ceiling tiles are high NRC tiles that

will satisfy the pre-requisite.

1

Credit 1 Outdoor Air Delivery Monitoring 1

Mechanical

EngineerComplete

CO2 Monitoring specified. Will need to get the

necessary compliance certificates from the

engineer. Update: We do not qualify for this

point since adding CO2 sensors for all

classrooms will have been very expensive.

Do not comply.

Recycle and/or salvage at least

❑50% (1 point)

❑ 75% (2 points)

of non-hazardous construction and demolition debris. Develop and implement a construction waste management

plan that, at a minimum, identifies the materials to be diverted from disposal and whether the materials will be

sorted on-site or comingled. Excavated soil and land-clearing debris do not contribute to this credit. Calculations

can be done by weight or volume but must be consistent throughout.

Use materials with recycled content such that the sum of post-consumer recycled content plus one-half of the

pre-consumer content constitutes at least

❑ 10% (1 point)

❑ 20% (2 points)

(based on cost) of the total value of the materials in the project.

The recycled content value of a material assembly shall be determined by weight. The recycled fraction of the

assembly is then multiplied by the cost of assembly to determine the recycled content value.

Mechanical, electrical and plumbing components and specialty items such as elevators shall not be included in

this calculation. Only include materials permanently installed in the project. Furniture may be included, provid-

ing it is included consistently in MR Credits 3–7.

Recycled content shall be defined in accordance with the International Organization for Standardization docu-

ment, ISO 14021—Environmental labels and declarations—Self-declared environmental claims (Type II environ-

mental labeling).

Post-consumer material is defined as waste material generated by households or by commercial, industrial and

institutional facilities in their role as end-users of the product, which can no longer be used for its intended

purpose.

Pre-consumer material is defined as material diverted from the waste stream during the manufacturing process.

Excluded is reutilization of materials such as rework, regrind or scrap generated in a process and capable of being

reclaimed within the same process that generated it.

Use building materials or products that have been extracted, harvested or recovered as well as manufactured

within 500 miles of the project site for a minimum of

❑ 10% (based on cost) of the total materials value (1 point).

❑ 20% (based on cost) of the total materials value (2 points).

If only a fraction of a product or material is extracted/harvested/recovered and manufactured locally, then only

that percentage (by weight) shall contribute to the regional value.

Mechanical, electrical and plumbing components and specialty items such as elevators and equipment shall not

be included in this calculation. Only include materials permanently installed in the project. Furniture may be

included, providing it is included consistently in MR Credits 3–7.

Meet the minimum requirements of Sections 4 through 7 of ASHRAE 62.1-2004, Ventilation for Acceptable

Indoor Air Quality. Mechanical ventilation systems shall be designed using the Ventilation Rate Procedure or

the applicable local code, whichever is more stringent.

Naturally ventilated buildings shall comply with ASHRAE 62.1-2004, paragraph 5.1.

Prohibit smoking in the building and locate any exterior designated smoking areas at least 25 feet away from

entries, outdoor air intakes and operable windows.

Design classrooms and other core learning spaces to meet the Reverberation Time (RT) requirements of ANSI

Standard S12.60-2002, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools. Also,

design classrooms and other core learning spaces to meet the Sound Transmission Class (STC) requirements,

excepting windows, which must meet an STC rating of at least 35.

AND

OPTION 1

Using the methodology described in annexes B through D of ANSI Standard S12.60-2002, achieve a maximum

background noise level in classrooms and other primary learning spaces of 45 dBA.

OR

OPTION 2

Design classrooms and other core learning spaces using the methodology listed in the 2003 HVAC Applications

ASHRAE Handbook, Chapter 47 on Sound and Vibration Control, and achieve an RC (N) Mark II level of

37.

Install permanent monitoring systems that provide feedback on ventilation system performance to ensure that

ventilation systems maintain design minimum ventilation requirements. Configure all monitoring equipment

to generate an alarm when the conditions vary by 10% or more from setpoint, via either a building automation

system alarm to the building operator or via a visual or audible alert to the building occupants.

FOR MECHANICALLY VENTILATED SPACES

❑ Monitor carbon dioxide concentrations within all densely occupied spaces (those with a design occupant

density greater than or equal to 25 people per 1000 sq.ft.). CO2 monitoring locations shall be between 3 feet

and 6 feet above the floor.

❑ For each mechanical ventilation system serving non-densely occupied spaces, provide a direct outdoor airflow

measurement device capable of measuring the minimum outdoor airflow rate with an accuracy of plus or

minus 15% of the design minimum outdoor air rate, as defined by ASHRAE 62.1-2004.

Use rapidly renewable building materials and products (made from plants that are typically harvested within a

ten-year cycle or shorter) for 2.5% of the total value of all building materials and products used in the project,

based on cost.

Use a minimum of 50% of wood-based materials and products, which are certified in accordance with the For-

est Stewardship Council’s (FSC) Principles and Criteria, for wood building components. These components

include, but are not limited to, structural framing and general dimensional framing, flooring, sub-flooring, wood

doors, and finishes.

Only include materials permanently installed in the project. Furniture may be included, providing it is included

consistently in MR Credits 3–7.

Pending

Provide an easily accessible area that serves the entire building and is dedicated to the collection and storage of

non-hazardous materials for recycling, including (at a minimum) paper, corrugated cardboard, glass, plastics and

metals. An area should also be dedicated to collection and storage of plant-based landscaping debris (trimmings),

unless the site has no landscaping.


Will need to estimate the regional material by

weight and determine the regional material cost

value during construction and shops review.

JOC

Jim O' Connor Construction to coordinate. 50%

achievable, 75% may be possible. Will need to

attempt the two credits as a factor of safety to

secure the certification


Will need to estimate the recycled content by

weight and determine the recycled content cost

value during construction and shops review.



Requirements

1

Credit 2 Increased Ventilation 1

Do not comply because of the high

dry-bulb temperature prevelant in AZ

1

Credit 3.1 Construction IAQ Management Plan, During Construction 1

Need to strictly enforce the stipulations during

construction. Need to document and prepare

report.

1

Credit 3.2 Construction IAQ Management Plan, Before Occupancy 1

Alternate w/ additional 2 weeks of general

conditions, MERV 13 filters and related

expenses to be priced separately.

4

Credit 4 Low-Emitting Materials 1 to 4

Interior Designer -

VincePending

ADHESIVES & SEALANTS, COATINGS,

FLOORING SYSTEMS, COMPOSITE WOOD

GREEN FURNITURE WILL BE USED TO SEEK

AN INNOVATION POINT.

1

Credit 5 Indoor Chemical & Pollutant Source Control 1

Interior

Designer/Plumbin

g Engineer and

Mechanical

Engineer

Pending

Need to verify plumbing and mechanical

requirements. Need to assess additional costs

involved for required mesures, if any. May be an

alternate - finish floor plans to be revised

accordingly. Update: turned out to be too

expensive and so we do not

qualify

Design to minimize and control pollutant entry into buildings and later cross-contamination of regularly oc-

cupied areas:

❑Employ permanent entryway systems at least six feet long in the primary direction of travel to capture dirt and particulates from

entering the building at all entryways that are directly connected to the outdoors. Acceptable entryway systems include permanently

installed grates, grilles or slotted systems that allow for

cleaning underneath. Roll-out mats are only acceptable when maintained on a weekly basis by a contracted service organization or

school maintenance staff. Qualifying entryways are those that serve as regular entry points for building users.

❑Where hazardous gases or chemicals may be present or used (including garages, housekeeping/laundry areas, science

laboratories, prep rooms, art rooms, shops of any kind and copying/printing rooms), exhaust each space sufficiently to create negative

pressure with respect to adjacent spaces with the doors to the room

closed. For each of these spaces, provide self-closing doors and deck-to-deck partitions or a hard lid ceiling. The exhaust rate shall

be at least 0.50 cfm/sq.ft., with no air re-circulation. The pressure differential with the surrounding spaces shall be at least 5 Pa (0.02

inches of water gauge) on average and 1 Pa (0.004 inches of

water) at a minimum when the doors to the rooms are closed.

❑In mechanically ventilated buildings, provide regularly occupied areas of the building with air filtration media prior to occupancy that

provides a Minimum Efficiency Reporting Value (MERV) of 13 or better. Filtration should be applied to process both return and outside

air that is to be delivered as supply air.

❑Provide containment drains plumbed for appropriate disposal of hazardous liquid wastes in places where water and chemical

concentrate mixing occurs for laboratory purposes.

OPTION 1—FLUSH-OUT

❑ After construction ends, prior to occupancy and with all interior finishes installed, perform a building flush-out by supplying a total air

volume of 14,000 cu.ft. of outdoor air per sq.ft. of floor area while maintaining an internal temperature of at least 60oF and relative

humidity no higher than 60%.

OR

❑ If occupancy is desired prior to completion of the flush-out, the space may be occupied following delivery of a minimum of 3,500

cu.ft. of outdoor air per sq.ft. of floor area to the space. Once a space is occupied, it shall be ventilated at a minimum rate of 0.30

cfm/sq.ft. of outside air or the design minimum outside air rate

determined in EQ Prerequisite 1, whichever is greater. During each day of the flush-out period, ventilation shall begin a minimum of

three hours prior to occupancy and continue during occupancy. These conditions shall be maintained until a total of 14,000 cu.ft./sq.ft.

of outside air has been delivered to the space.

OPTION 1—ADHESIVES & SEALANTS (1 point)

All adhesives and sealants installed in the building interior (defined as inside of the weatherproofing system and applied on-site) shall

meet the testing and product requirements of the California Department of Health Services Standard Practice for The Testing Of

Volatile Organic Emissions From Various Sources Using Small-Scale

Environmental Chambers, including 2004 Addenda.

OPTION 2—PAINTS & COATINGS (1 point)

All paints and coatings installed in the building interior shall meet the testing and product requirements of the California Department of

Health Services Standard Practice for The Testing Of Volatile Organic Emissions From Various Sources Using Small-Scale


OPTION 3—FLOORING SYSTEMS (1 point)

All flooring elements installed in the building interior shall meet the testing and product requirements of the California Department of

Health Services Standard Practice for The Testing Of Volatile Organic Emissions From Various Sources Using Small-Scale


OPTION 4—COMPOSITE WOOD & AGRIFIBER PRODUCTS (1 point)

All composite wood and agrifiber products installed in the building interior shall meet the testing and product requirements of the

California Department of Health Services Standard Practice for The Testing Of Volatile Organic Emissions From Various Sources

Using Small-Scale Environmental Chambers, including 2004 Addenda.

OPTION 5—FURNITURE & FURNISHINGS (1 point)

Classroom furniture including all student and teacher desks, tables and seats introduced into the project space that has been

manufactured, refurbished or refinished within one year prior to occupancy must meet one of the requirements below. Salvaged and

used furniture that is more than one year old at the time of occupancy is

excluded from the credit requirements.

Method A: GREENGUARDTM Children & Schools CertifiedSM (OR)

Method B: Calculated indoor air concentrations that are less than or equal to those established in Table 1 for furniture systems and

seating determined by a procedure based on the U.S. Environmental Protection Agency’s Environmental Technology Verification

(ETV) Large Chamber Test Protocol for Measuring Emissions of VOCs

and Aldehydes (September 1999) testing protocol conducted in an independent air quality testing laboratory. (OR)

Chemical Contaminant Emission Limits Emission Limits

Systems Furniture Seating

TVOC 0.5 mg/m3 0.25 mg/m3

Formaldehyde 50 parts per billion 25 parts per billion

Total Aldehydes 100 parts per billion 50 parts per billion

4 – Phenylcyclohexene (4-PCH) 0.0065 mg/m3 0.00325 mg/m3

Table 1: Indoor Air Concentrations

Method C: Calculated indoor air concentrations that are less than or equal to those established in Table 1 for furniture systems and

seating determined by a procedure based on BIFMA M7.1-2005 and X7.1-2005 testing protocol conducted in an independent third

party air quality testing laboratory.

OPTION 6—CEILING AND WALL SYSTEMS (1 point)

All gypsum board, insulation, acoustical ceiling systems and wall coverings installed in the building interior shall meet the testing and

product requirements of the California Department of Health Services Standard Practice for The Testing Of Volatile Organic Emissions

From Various Sources Using Small-Scale Environmental Chambers, including 2004 Addenda.

Develop and implement an Indoor Air Quality (IAQ) Management Plan for the construction and pre-occupancy phases of the building

as follows:

❑ During construction meet or exceed the recommended Control Measures of the Sheet Metal and Air Conditioning Contractors

National Association (SMACNA) IAQ Guidelines for Occupied Buildings under Construction, 1995, Chapter 3.

❑ Protect stored on-site or installed absorptive materials from moisture damage.

❑ If permanently installed air handlers are used during construction, filtration media with a Minimum Efficiency Reporting Value

(MERV) of 8 shall be used at each return air grille, as determined by ASHRAE 52.2-1999. Replace all filtration media immediately

prior to occupancy.

❑ Prohibit smoking inside the building and within 25 feet of building entrances once the building is closed.

FOR MECHANICALLY VENTILATED SPACES

❑ Increase breathing zone outdoor air ventilation rates to all occupied spaces by at least 30% above the minimum

rates required by ASHRAE Standard 62.1-2004, as determined by EQ Prerequisite 1.

JOC Pending



Requirements

1

Credit 6.1 Controllability of Systems, Lighting 1

Electrical Engineer In Process

Need to verify and prove compliance through

reports, simulations and measurements as

applicable. Update: All classrooms are

designed for 35-50 fc average general

illumination, 10-20 fc AV mode. All

administrative spaces have individual

lighting controls.

1

Credit 6.2 Controllability of Systems, Thermal Comfort 1

Mechanical

EngineerIn Process

Need to verify ASHRAE Standard 62 to

verify if thermostat control currently

designed in the project complies. Need

to ascertain cost of additional measure

required for compliance, if any.

1

Credit 7.1 Thermal Comfort, Design 1Mechanical

EngineerIn Process Need compliance reports

Credit 7.2 Thermal Comfort, Verification 1

Mechanical

EngineerPending

Possible point to go after if in dire need. Will

need add serv to set up interviews, compile

results and file paperwork

3 Credit 8.1 Daylight & Views, Daylighting 1 to 3

75% of classrooms (required for either points below) 1

90% of classrooms 2

75% of other spaces 3

1

Credit 8.2 Daylight & Views, Views for 90% of Spaces 1

May not be possible to achieve with all

classroom windows at least 3'-4" to 4'-0" above

AFF. Update: we don't have any classroom

glazing below 4'-0". Don't qualify.

2

Credit 9 Enhanced Acoustical Performance 1 to 2

Acoustical

EngineerPending

Possible. Need to meet acoustical performace

prerequisite. This point may be piggy backed

with the pre-req. Need to determine any

consultant costs involved. Update: will attempt

to hire a consultant and see if we qualify if

and only if we need a point or two to put us

over a certain certification level.

Achieve direct line of sight to the outdoor environment via vision glazing between 2’6” and 7’6” above finish

floor for building occupants in 90% of all regularly occupied areas. Determine the area with direct line of sight

by totaling the regularly occupied square footage that meets the following criteria:

❑ In plan view, the area is within sight lines drawn from perimeter vision glazing.

❑ In section view, a direct sight line can be drawn from the area to perimeter vision glazing.

Line of sight may be drawn through interior glazing. For private offices, the entire square footage of the office

can be counted if 75% or more of the area has direct line of sight to perimeter vision glazing. For classrooms

and other multi-occupant spaces, the actual square footage with direct line of sight to perimeter vision glazing

is counted.

Design classrooms and other core learning spaces to meet the Reverberation Time (RT) and Impact Insulation

Class (IIC) requirements of ANSI Standard S12.60-2002, Acoustical Performance Criteria, Design Requirements

and Guidelines for Schools. Also design classrooms and other core learning spaces to meet the Sound Transmis-

sion Class (STC) requirements, excepting windows, which must meet an STC rating of at least 35.

AND

OPTION 1

Using the methodology described in Standard S12.60-2002, achieve a maximum unoccupied background noise

level in classrooms and other primary learning spaces of:

40 dBA (1 Point)

35 dBA (2 Points)

OPTION 2

Design classrooms and other core learning spaces using the methodology listed in the 2003 HVAC Applications

ASHRAE Handbook, Chapter 47 on Sound and Vibration Control, and achieve an RC level of:

32 (1 Point)

27 (2 Points)

This point will be attempted but we may not

qualify for daylighting 75% of the classrooms

@ 25 foot candles. Average classroom foot

candles may be less than that in some areas.

Field measurements will be used to measure

this but we are not depending on this point. It

will be a bonus if we get it.

Through one of the three optional methodologies, achieve daylighting in the following:

❑ 75% of all classroom and core learning spaces (1 point), or

❑ 90% of all classroom and core learning spaces (2 points), or

❑ 75% of all other regularly occupied spaces (1 additional point). Project teams can only achieve a point for

these other spaces if they have also achieved at least one point for classroom spaces.

OPTION 1—CALCULATION

Achieve a minimum glazing factor of 2%. The glazing factor is calculated as follows:

OPTION 2—SIMULATION

Demonstrate, through computer simulation, that a minimum daylight illumination level of 25 footcandles has

been achieved. Modeling must demonstrate 25 horizontal footcandles under clear sky conditions, at noon, on the

equinox, at 30 inches above the floor.

OPTION 3—MEASUREMENT

Demonstrate, through records of indoor light measurements, that a minimum daylight illumination level of 25

footcandles has been achieved. Measurements must be taken on a 10-foot grid for all occupied spaces and must

be recorded on building floor plans.

In all cases, only the square footage associated with the portions of rooms or spaces meeting the minimum il-

lumination requirements can be applied towards the calculation required to qualify for this credit.

In all cases, provide daylight redirection and/or glare control devices to avoid high-contrast situations that could

impede visual tasks. Exceptions for areas where tasks would be hindered by the use of daylight will be considered

on their merits.

Agree to implement a thermal comfort survey of building occupants (all adults and students of grades 6 and

above) within a period of six to 18 months after occupancy. This survey should collect anonymous responses

about thermal comfort in the building including an assessment of overall satisfaction with thermal performance

and identification of thermal comfort-related problems. Agree to develop a plan for corrective action if the

survey results indicate that more than 20% of occupants are dissatisfied with thermal comfort in the building.

This plan should include measurement of relevant environmental variables in problem areas in accordance with

ASHRAE Standard 55-2004.

FOR ADMINISTRATIVE OFFICES AND OTHER REGULARLY OCCUPIED SPACES

Provide individual lighting controls for 90% (minimum) of the building occupants in workspaces to enable

adjustments to suit individual task needs and preferences.

AND

FOR CLASSROOMS AND CORE LEARNING SPACES, with the exception of chemistry laboratories, art

rooms, shops, music rooms, and dance/exercise studios:

Provide a classroom lighting system that operates in two modes: general illumination and A/V.

❑ In general illumination mode, achieve an average illumination at the desk level of 35 to 50 footcandles with

a minimum of 25 footcandles at any point more than 3 feet from any wall.

❑ In A/V mode, not including contribution from the teaching wall light, achieve an average illumination at

the desk level of between 10 and 20 footcandles for any point in the room greater than 3 feet from the side

walls, 10 feet from the front wall and 6 feet from the back wall, while limiting vertical illumination on the

projection screen to no more than 7 footcandles at any point on the screen.

Architect Pending

Provide individual comfort controls for 50% (minimum) of the building occupants in workspaces to enable

adjustments to suit individual task needs and preferences. Operable windows can be used in lieu of comfort

controls for occupants of areas that are 20 feet inside of and 10 feet to either side of the operable part of the

window. The areas of operable window must meet the requirements of ASHRAE 62.1-2004, paragraph 5.1,

Natural Ventilation.

AND

Provide comfort system controls for all shared multi-occupant spaces to enable adjustments to suit group needs

and preferences.

Conditions for thermal comfort are described in ASHRAE Standard 55-2004 to include the primary factors

of air temperature, radiant temperature, air speed and humidity. Comfort system control, for the purposes of

this credit, is defined as the provision of control over at least one of these primary factors in the occupant’s local

environment.

Design HVAC systems and the building envelope to meet the requirements of ASHRAE Standard 55-2004,

Thermal Environmental Conditions for Human Occupancy. Demonstrate design compliance in accordance

with the Section 6.1.1 Documentation.



Requirements

1

Credit 10 Mold Prevention 1

HVAC

Engineer/District/

Architect

Pending

Possible. Need to achieve EQ 3.1, EQ 7.1 & EA

7.2 prior to achieving. Need Mech Engineer

Certification. Need building action plan for air

quality manitenance put together. Said reference

is stored in the LEED POINTS FOLDER.

Yes ? No

2 3 1 Innovation & Design Process 6 Points

1

Credit 1.1 Innovation in Design: Green Housekeeping 1

District/Architect Pending

1

Credit 1.2 Innovation in Design: A Landscape Heuristic 1

Architect Pending May be possible

1 Credit 1.3 Innovation in Design: GreenGuard Certified Furniture 1 May be possible1 Credit 1.4 Innovation in Design: >30% recycled content 1 May be possible

1 Credit 2LEED® Accredited Professional

1

1

Credit 3 School As A Teaching Tool 1

A & E Team Pending

Yes ? No

31 5 40 Project Totals (pre-certification estimates) 79 PointsCertified: 29-36 points, Silver: 37-43 points, Gold: 44-57 points, Platinum: 58-79 points

To receive an innovation point, the project team will need to demonstrate that a comprehensive green cleaning/housekeeping

program is in place with clear performance goals, including:

1. A statement of purpose describing what the policy is trying to achieve from a health and environmental standpoint, focusing on

cleaning chemicals and custodial training at a minimum.

2. A contractual or procedural requirement for operations staff to comply with the guidelines, including a written program for training

and implementation.

3. A clear set of acceptable performance level standards by which to measure progress or achievement, such as Green Seal

standard GS-37 (see www.greenseal.org) or California Code of Regulations, Title 17 Section 94509, VOC standards for cleaning

products (go to www.calregs.com, click on ôCalifornia Code of Regulationsö and perform a keyword search for ô94509ö).

4. Documentation of the programÆs housekeeping policies and environmental cleaning solution specifications, including a list of

approved and prohibited chemicals and practices. Demonstrate that the products used in the project are non-hazardous, have a low

environmental impact, and meet the criteria set forth in #3 above. Concentrated cleaning products should be utilized when available.

Project teams must achieve the following credits:

1. EQ Credit 3.1: Construction IAQ Management Plan: During Construction

2. EQ Credit 7.1: Thermal Comfort: Design

3. EQ Credit 7.2: Thermal Comfort: Verification

AND

Provide HVAC systems and controls designed to limit space relative humidity to 60% or less during all load

conditions, both occupied and unoccupied.

AND

Develop and implement on an ongoing basis an IAQ management program for buildings based on the EPA

document “Building Air Quality: A Guide for Building Owners and Facility Managers,” EPA Reference Number

402-F-91-102, December, 1991.

Demonstration of thermodynamic principles and situatedness in design - the passive evaporative cool tower. Demonstration of

sustainable design principles including a demonstration solar array, demonstrating strategies employed in reducing whole building

energy use such as shaded windows, insulation, daylighting, lighting control devices, mechanical controls, efficient glazing.

Demonstration of low impact interior finishes such as low voc paints, sealants, carpets. Demonstration of high recycled content

materials including concrete, steel, carpets, gypsum board. Demonstration of water saving devices such as low flow faucets, sinks,

urinals and water closets. Demonstration of landscape techniques.

The functional goal of creating a collaborative, flexible and secure environment that provides engaging and immersive learning

opportunities is approached from the perspective of engendering a heuristic. A heuristic (used as a noun) is enabling discovery or

learning for oneself, objectified. Learning is not relegated to the traditional confines of the building environment and to the broader

academic goals for a K-8 school, but engages the site as a whole, especially on the integrated sustainable principles.

The notion of sustainability is considered more holistically than the stated goal of achieving a LEED rating. The site is viewed as a

container of manifestations of energy to be negotiated with, not as tabula rasa. Found conditions are treated as opportunities to ‘make

better’, and create amenity infrastructures consistent with sustainable design principles. The existing rows of mature pine trees

therefore become ‘shade infrastructure’ and prime candidates to occupy focal points in outdoor space.

Landscaping – represents the design process, not as a noun in the conventional realm of ‘pictorial green space’ between built forms,

but as a verb, a theoretical framework that symbolizes building a site. Walls, are viewed diagrammatically as limiting elements, and

broadly spoken don’t simply subtend buildings but program. Program represents not just spatial and functional intent but also

environmental and experiential, indoor and outdoor. The type of program primarily enabled is predisposed by orientation: north-south

walls traverse the site and are in essence ‘a landscape’ of shade infrastructure; east-west walls traverse the site and enable

indoor/outdoor spatial and functional programs in addition. The dynamic interface of volumetric archetypes in such a landscape

heuristic, "place-form", resolved and detailed into moments and experiences constitutes the aesthetic of the project.


The Buzz:

1 Ruth Fisher Elementary School, Saddle Mountain Unified School District. 2 Papago Elementary School, Creighton Elementary School District. 3 Madison Traditional Academy, Madison Elementary School District. 4 District Office, Sedona Oak-Creek Unified School District. 5 Arizona School For the Arts Addition. 6 Roosevelt Culinary Center, Roosevelt Elementary School District

1

2

5 6

3 4

30 www.owp.com

Want a tour of our office? A seminar on any of the following topics? It never hurts to ask questions.

Call our Education Director, Mike Sundberg, at 602.257.1764 or email him at [email protected] for more information.

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Building Information Modeling

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