Having grown up my entire life in Southern California, I find it refreshing whenever I visit a city that makes it easy to get around without the use of an automobile. Among the list of such major U.S. cities, Chicago definitely ranks at the top. With a dense network of light rail and bus routes, the Chicago Transit Authority operates one of the largest, most popular, and most efficient public transportation systems in the country. And after spending 10 days in the city, I would also definitely rank it among the best in the world.
While buses make up a sizeable majority of the CTA system, connecting users across a wider area of neighborhoods, it was the light rail service, or The 'L' that impressed me the most during my stay. With more than 100 miles of track through eight lines radiating from the dense city core to numerous outlying suburbs, The 'L' has clearly been a driving force that's helped shape Chicago's densely built-up urban center and yield an urban density and vitality that is among the best in the world. It is a fantastic city amenity that provides a solid, reliable alternative to driving, serving many top destinations and sites. I discovered this immediately upon arrival when I took the Blue Line from O'Hare International Airport to a stop less than a mile away from my friend's apartment. Had I flown into Chicago's other airport, Midway, I would have found the Orange line at my disposal. In addition, throughout my time in the city, I made frequent use of The 'L' to visit a variety of places of interest, as far west as Frank Lloyd Wright-made-famous Oak Park to Wrigleyville to the north and the University of Chicago and Museum of Science and Industry to the south. The 'L's convergence at The Loop--essentially Chicago's downtown core--also enabled me to quickly and conveniently reach many destinations within and around the city core and enjoy a unique, elevated view of the urban fabric, above the streets but between the canyons of towering skyscrapers on either side.
While all of this is definitely convenient for a tourist, statistics on light rail use also show that The 'L' is indeed a true, often-used amenity for Chicago residents. Over 1.5 million riders take the rails every week, a figure that has steadily increased over recent years, undoubtedly spurred by increased attention toward the practical and green urban benefits of light rail. The 'L' is one of the few U.S. systems that offers 24hr service on at least some of its lines (in this case, the Red and Blue lines), and the use and extent of the system rank second in the country only behind New York City. In 2005, local residents even voted it one of the Seven Wonders of Chicago. Clearly, Chicagoans consider it an indispensable part of their daily lives.
Furthermore, its spoke-hub distribution layout inherently promotes the urban density that leads to a more efficient and sustainable community. There's a very clear correlation between the density of 'L lines and the density of city development. The recent trends of increasing ridership also relate to recent trends of urban neighborhood revitalization: the North Side, which saw a prominent building boom before the downturn in the economy, also saw an increase in riders during the same time. 
Shifts in ridership increases toward lines to the south parallel growing construction activity in the same area. And it's pretty obvious why this occurs: offering public transportation within quick access of where people live and work is a priceless commodity of exceeding convenience. And The 'L' does exactly that.
Of course, it took time to get here. The first 'L' train began operation well over 100 years ago, way back in 1892. Like other great, international cities that offer such amenities, it has taken Chicago's light rail system decades of planning and expansion to form such a useful and catalyzing network of public transportation. But the results speak clearly: compared to other cities that lacked such foresight and still struggle to revitalize their city cores, Chicago has a bustling downtown, an invigorating urban density, and a certain energy about it that speaks of its centralized development over the years. And the Chicago Transit Authority continues explore new routes and extensions in order to keep up with the demands of the future.
I firmly believe Chicago's growth has been tied to the proliferation of its public transportation system. Its yielded rewards today are the result of years of investment. Hopefully, in today's increasingly sustainability-minded society, other cities will adopt this same type of thinking to attain the same type of result.
Albert Lam is a Technical Designer at California-based LPA Inc. He is a LEED accredited professional who specializes in the design and implementation of K-12 schools.
Recently, I spent ten days on vacation in Chicago, Illinois, and in my customary fashion of travel, I tried to soak in as much as possible of what the city had to offer. Through visits to the top sites and attractions in town, stops through many of Chicago's architectural icons, and immersive pedestrian exploration through the urban fabric of the city, I discovered a fantastic metropolis bustling with infrastructure and amenities that befit a modern, advanced city. I began to notice how many of these items, set in motion by urban planners decades ago, paralleled aspects that urban planners advocate today for sustainable cities of the future. Among them:
1. Public, Urban Green Space - freely accessible by anyone, providing a vibrant gathering area for major events and general park use.
2. Integrated Network of Public Transportation - efficiently serving the central core, but also radiating outward toward numerous major suburban areas.
3. Exceedingly Convenient Walkability - especially around the Downtown area, everything is relatively close together, allowing a full experience of the city by its users even without public transportation.
4. Programmatic Diversity Within Urban Density - zoning of every type is located close together, often integrally woven into the city fabric, providing a host of amenities such as commercial, residential, civic and cultural centers to promote continued use, residence, and growth.
Amazingly, these items weren't the result of the recent surge in awareness of sustainable issues, but rather the foresight of urban planners decades ago. As early as the late nineteenth century, after the Great Fire of 1870, city leaders laying out the new organization of Chicago were already trying to mold it into a forward-thinking city that would be prepared for the demands of tomorrow. Daniel Burnham's 1909 Plan of Chicago crystallized these plans into written and diagrammatic form. It called for the preservation of public green space along Lake Michigan, development of automobile and rail arteries to accommodate various travel demands of an expanding city, expanded streets that integrate the coming of new automobiles while still preserving the pedestrian intimacy of a busy city, purchased parkland around the city to buffer decreasing density, and a cultural district that could bring art, science, and history to the masses.
Today, Chicago is a truly international city that is managed with sustainable goals in mind. Grant Park, and Millennium Park, among others, provide a "front lawn for the city" that draws citizens together with vitalizing concerts and public venues as well as a verdant escape from the harshness of a concrete, glass, and steel built environment. The Chicago Transit Authority operates a highly effective system of subways and elevated rail lines that bring Chicagoans into and around the heart of the city. The density and programmatic diversity of the Downtown core and the Magnificent Mile invite businessmen to work there and residents to live there, propagating a sustainable cycle that drives itself forward. And there is always action toward active environmentally friendly policies, such as water management, energy reduction, urban heat island effect mitigation, and much more.
But none of this would exist to its contemporary degree of success without that foresight of city planners a century ago. It takes time to implement this sort of infrastructure, and even more to allow it to grow and perform its function. This suggests that we must always think ahead when planning our next projects. We cannot simply calculate for the present time; we must also calculate for the future. And we'll undoubtedly require inherently sustainable principles to reach that point. Otherwise, even the best-laid plans will be outdated before the first ground is dug, and that would defeat the entire purpose of architecture and urban design. It would be the opposite of progress.
Albert Lam is a Technical Designer at California-based LPA Inc. He is a LEED accredited professional who specializes in the design and implementation of K-12 schools.
As part of a continuing feature on this blog, we’ll meet each of the firm’s associates and get their take on LPA, architecture, and of course, sustainable design.
RICK MUSTO, LEED AP
Q. How long have you worked at LPA?
A. I can’t believe it has already been 8 years!
Q. What do you love most about your job?
A. All of it. There is simply no better place to practice architecture than LPA. I have worked for several design firms in my life, both large and small, but there is no comparison to the integrated firm we are building here at LPA. I am surrounded by so many talented professionals; it demands me to be the best I can at what I do.
Q. What does a day in the life of Rick Musto look like?
A. Do you really want to know? My day typically starts as my wife and 10-year-old figure skater are rushing out the door to the neighborhood ice rink. Once I satisfy my Starbucks habit, I am usually off to visit one of my K-12 school districts, either up north to Pasadena or Arcadia, or south to Chula Vista. After my meeting(s) I head back to the office to check in with some of my project teams and catch up on e-mail I was not able to get to from my iPhone. After my “day job” is over, I head home for dinner, kids’ homework, baths and usually a little late night e-mail.
Q. What project are you working on this minute? What does it entail?
A. There are so many great school projects I have the pleasure to direct. One in particular is the Montgomery Middle School classroom addition for the Sweetwater Union High School District. This project consists of a two-story, 16-classroom building with spaces for a library, counseling center, Associate Student Body (ASB) space, and cafeteria. The building will total 45,200 square feet (in space) and if constructed as planned, will be the first LEED platinum public school facility in California. We are currently completing the construction documents; construction is scheduled to begin in 2011.
Q. What do you love most about sustainable design?
A. I am fortunate to be focused on K-12 schools --I can’t think of a better place to practice sustainable design. Providing healthy green schools for our children isn’t a tag line, it’s our reality. My kids are both in elementary school and they’re already way ahead of where I was at that age as far as our environment is concerned. Green school facilities can enhance and reinforce the sustainable ideas our children are now learning and, if done right, can be integrated within their school curriculum.
Rick Musto is an Associate and Architect with California-based LPA Inc. He is a LEED Accredited Professional who has worked on more than 60 K-12 schools.
LPA Inc. has recently become an industry partner with the
Center for the Built Environment (CBE), an industry/university research cooperative at the University of California, Berkeley. CBE's mission is "to improve the design, operation, and environmental quality of buildings by providing timely, unbiased information on building technologies and design techniques."
CBE is managed by faculty and researchers from the Building Science Group within the Department of Architecture at UC Berkeley (where several LPA staff earned their degrees). They operate under the National Science Foundation Industry/University Cooperative Research Center program.
CBE's on-going research projects strive to "take the pulse" of occupied buildings, particularly indoor environmental quality issues. They also study emerging technologies that hold promise for making buildings more environmentally friendly, more productive to work in, and more economical to operate. CBE's research is highly valuable to those who manage, operate, and design buildings and is a great fit for the design work we do at LPA.
In April, LPA President Dan Heinfeld, along with Associates Keith Hempel, Steve Newsom, and I attended CBE's Integrated Façade Symposium and bi-annual Industry Partners Conference. The CBE research findings presented over these two days were enlightening and thought provoking. Additionally we gained valuable insight and touched base with colleagues (and some competitors) in our industry who are also members of CBE. LPA's experience with CBE has already begun to influence our design work.
Some of the (many) CBE research findings and discussion items that resonated with us include:
- U.S. fire and life safety codes are among many reasons why double skin facades are much more common in Europe than the US.
- Overall U.S. buildings are over-cooled in the summer, when the majority of occupants would prefer somewhat warmer interior temperatures (say 74 or 75 F) than what is typically provided (72 to 73 F).
- Well designed overhead "advanced VAV" HVAC systems are as energy efficient (or more) than underfloor air distribution systems and radiant heating and cooling systems.
- Poor access to or understanding of thermostats and operable windows is a significant source of frustration among K12 school faculty and staff surveyed at schools across the country.
- Low ventilation rates in buildings is associated with increased respiratory health issues and reduced productivity across of range of research studies.
LPA is inspired and excited to be part of this research collaborative and is working to disseminate CBE's research findings to our staff, as well as to participate actively in future CBE research projects. We believe that our participation in CBE will support our mission of "creating sustainable places and spaces that enrich the lives of those who use them."
Erik Ring is an Associate and Mechanical Engineer at California-based LPA Inc. He is the first engineer to join LPA since its inception in 1965. Ring helps ensure that all LPA projects exceed California's Title 24 requirements by at least 15 percent. He's a LEED accredited professional, a LEED exam instructor for the U.S. Green Building Council, and he's consulted on or designed more than two dozen LEED certified projects.
As part of a continuing feature on this blog, we'll meet each of the firm Principals and get their take on LPA, current projects and of course,
sustainable design.
Jon Mills, AIA, LEED AP
Q. How long have you worked at LPA?
A. As of last month, 22 rewarding years.
Q. What do you love most about your job?
A. Exploiting the diversity of opportunity inherent within our integrated design approach, and collaborating on a daily basis with the exceptional creativity of our collective LPA team.
Q. What does a day in the life of Jon Mills look like?
A. Most days are fast paced and encompass a broad range of activities: strategizing project goals and delivery, coordinating with project teams, staff and project scheduling, client interface, contractual negotiations, financial projections and invoicing, exploring augmented service potentials, and networking for new project opportunities. While a productive day in the office is always satisfying, I enjoy concluding each day with my wife and two daughters. Assisting with homework, dealing with boyfriends, and experiencing teenage drivers rounds out a typical day.
Q. What project are you working on this minute? What does it entail?
A. I'm currently working with our K-12 team on the design of a new private high school in Irvine. We have studied multiple sites for Crean Lutheran South during the past several years. Our client has been challenged with land acquisition issues, and the recession has diminished their ability to leverage financing. Fortunately, a land deal is near completion and they intend to open a modest Phase l of their permanent campus in the fall of 2010. We are actively engaged in site utilization studies and evolving the conceptual design for the architecture and landscape at this time. The project conditional use permit package will be submitted shortly with City approval anticipated by December. In the public school realm, I'm focused on generating initial projects with the Centinela, Pasadena, and San Diego school districts.
Q. What do you love most about sustainable design?
A. The recent evolution of a performative approach to architectural design I find most intriguing. When we enable sustainable opportunities to influence the aesthetic of our work, as opposed to stylistic traditions, innovation emerges. Our K-12 schools provide a unique vehicle in which to integrate "green" components. In essence, our schools become teaching tools for our children with the goal of providing sustainable experiences and promoting environmental awareness during the formative years of education. We hope our educational projects will inspire for generations to come.
LPA Principal Jon Mills is a LEED Accredited Professional and an active member of the American Institute of Architects. Since he joined the firm in 1987, he's worked on more than 50 K-12 school projects, in addition to developer, corporate, civic and religious establishments. Mills is an accomplished lecturer and speaks often on behalf of the architectural profession. He also works with the USC Architectural Guild and the ACE Mentor Program.
There are a lot of
benefits when looking at the end results of modernizations. The value of the enhancements provided makes "mods" a logical option in most cases. But it's also interesting to look at mods from the other side--the beginning. Namely, for me, this includes:
- Looking at a modernization from its starting point when deciding what types of improvements to proceed with, and ...
- Looking at an actual school from its very inception and providing a framework that will ease the inevitable future modernizations that will come ten or twenty years down the line.
Many times, a modernization is called upon due to physical necessity. A school has reached an age where many of its facilities are drastically non-compliant with current building code. Insufficient maintenance has left classroom buildings in a state of disrepair, and significant upgrades are needed just to maintain functionality. Building systems have reached the end of their life cycle and need to be replaced. The driving factors are all practical, and the budget is often limited. Given the circumstances, it's understandable to want to do the bare minimum to preserve the status quo, and very likely, this means discarding targets related to sustainability, because of their often comparatively higher up-front cost.
I look at the situation, however, and encourage long-term thinking. Installing more energy and resource-efficient systems saves on operations costs. Utilizing quality products and proper methods during construction saves on maintenance costs. Going beyond the minimum requirements to improve the standard of design yields countless intangible effects, such as improved learning comprehension, higher morale, and healthier occupants. The dollar savings can quickly add up over the years, and schools may find that going with more sustainable measures pays for itself well before it's time for the next modernization. That in itself is fiscally sustainable.
Furthermore, green modernization undertaken now may reduce the scale of modernization in the future. And while it's understandably difficult to consider all of this if the up-front budget simply isn't there, it's always commendable to at least try.
This ties to the second point. With the prevalence and popularity of the green movement these days, any new school will likely feature at least a "bare-minimum" standard of sustainable features. Efficient plumbing fixtures, low-volatile organic compound (VOC) finishes, and low-energy mechanical systems will probably be included because they're becoming mainstream. But there will always be newer and better versions of these products as the years pass, and today's green products will likely be considered as eco-unfriendly in the future as traditional products are now. Thus, new k-12 schools may want to consider implementing "advanced" technology to make later upgrades easier and less intensive.
For example, instead of isolated traditional AC systems among various buildings, it may be beneficial to install a central plant that can run cooling and ventilation in a campus loop that operates more effectively, is more economical to maintain, and allows more convenient expansion. Because a central plant is much more efficient than multiple dispersed units, additional capacity can be built in to accommodate future campus development. Another alternative system is green roofs, which may be a more complicated to install versus traditional roofs, but will improve building insulation (thus lowering energy costs) and significantly increase the life expectancy of a roof (thus decreasing roof replacement costs).
Installing photovoltaics will generate energy for the school, and depending on the scale, could make the school electrically self-sustaining. Of course, it would be nice to load a new school with all the latest and greatest of green building systems, but the people who will have to maintain and operate these schools often prefer what they've been used to for years, because they know how to take care of them. The key is to not be intimidated by unfamiliar systems. This requires educating the proper people on the realities of such systems and dispelling any myths that may be associated with them. From the client side, it also means putting aside any prejudices toward traditional technologies and taking open, accepting views toward new ones.
The whole point of sustainable design is using today's resources in a way that helps tomorrow thrive. Thus, the days of only looking at the current bottom line should be abandoned. It's always more helpful to look at the grander picture, and the only way for that to be effective is to do it from the start.
For a new technical designer in
K-12 schools, working on a modernization isn't exactly the most glamorous job. Having spent multiple years in school developing projects featuring fresh sites with unlimited possibilities, young designers often find it quite alien to work on "mods" and reconcile issues such as coordinating as-built drawings with actual construction, upgrading facilities to meet the latest code, and integrating new design into complicated existing structures. In contrast to the blank canvases of new construction, mods require careful survey of current conditions, even more stringent communication with the client to pinpoint desired improvements, and the patience to deal with the inevitable surprises that come from uncovering what has actually been built (or in some cases, not built!).
Besides, these are old and icky buildings that seem hopelessly outdated and unsalvageable--both from a design and building code standpoint-- wouldn't it be easier to just knock everything down and start anew? Save the headaches!
It's a tempting thought, and one I've certainly been guilty of entertaining on many instances, but ultimately, I cannot help but recognize that modernizations are often the most sustainable and economical ways to improve a client's facilities. They provide an excellent opportunity to upgrade existing building systems without requiring brand new infrastructure, and they can
revitalize a campus in the same way new construction can--without exhausting the same amount of resources or energy. They give existing buildings and sites the opportunity to become more environmentally friendly.
Take mechanical systems. All mechanical units have a limited shelf life, but many aging schools rely on decades-old technology that is inefficient and harmful to the atmosphere. Part of a mod's scope may involve installing units that do not emit chlorofluorocarbons and run off zoned systems that dynamically integrate with mixed ventilation within each room. These systems can monitor ambient conditions and run only when needed, instead of heating and cooling endlessly throughout the day, even when internal temperature is comfortable. Such an upgrade, though possibly more expensive up front compared to sticking with the same technology, will certainly provide significant
energy savings through the system's life cycle. Similarly, with plumbing, high-efficiency fixtures such as low-flo urinals and automatic faucets can drastically reduce water consumption. Campus landscape beatification can employ drought tolerant and low-irrigation planting, further lowering water demands. Given the increasingly fragile state of water utilities these days, these gestures will continue to save money as water demand continues to rise and water supply dwindles.
Then there is the healing power of architecture, which can mend years of rag-tag additions and re-unify a campus into one consistent aesthetic--all while improving building sustainability and performance. Installing low-e glazing can reduce heating loads, replacing building materials and provide renewed durability, and using new wall, floor, and ceiling finishes can enhance indoor air quality and reinvigorate the interior environment. A progressive approach toward daylighting can lower lighting demands and produce a
friendlier learning atmosphere. And classroom upgrades can improve acoustics, honing speech intelligibility to refine the quality of teaching and verbal interactivity.
All of this, when executed under the confines of a modernization, provide the same results as new construction at a substantial savings, because no one has to worry about setting up brand new utilities, extensive groundwork, or erecting structural elements. Those are several major steps in the construction process the school does not have to finance. And the final result can look just as stunning as if everything had been assembled from scratch. Just look at
Laguna Beach High School or
Valley Christian High School.
So it makes logical sense to encourage modernizations over brand new construction whenever possible, even though the work involved may often be more complicated and stressful. Modernizations are necessities that every school will encounter at some point in their histories, and they are basically a form of
adaptive reuse (or same-use), a hot buzzword in green design these days. Ultimately, however, the biggest payoff is seeing the joy in students' faces when they see their revitalized campus, fresh and new again. The pride and excitement the final product brings is well worth the long, often-messy journey to get there.
By Guest Blogger Donald Pender, AIA, LEED AP
It's no secret the environment for public schools is changing. For years, California K-12 schools have experienced explosive growth. However, funding from State and local sources has not kept up with decaying infrastructure. Campuses crowded with "temporary" relocatable classrooms remaining for 20, 30 years or more have become a regrettable standard.
Recently, growth has slowed and in many cases, enrollment is declining. With easing pressure to house students, it is time to think long term. It is time to create a vision of what the built educational environment or healthy schools will look like in 20, 40, or 60 years and how they will support the academic demands of the future.
Using my experience as one of many accomplished educational facility planners here at LPA, I've outlined four key characteristics to achieving a truly sustainable Master Plan:
1. A SUSTAINABLE MASTER PLAN supports student learning
Instead of the "Factory School" with rows of restrictive, fixed desks facing the lecturer at the front of the class, education is trending toward hands-on, team-oriented projects. Multiple tasks take place within a learning environment. Individual, large and small team tasks take place simultaneously while integrating the use of various technologies. Spaces and furniture selections should support this kind of flexibility. Because learning can happen anywhere, circulation spaces, outdoor spaces, and lunch areas may all become potential learning environments and should be supported with informal furnishings and the ability to access technology. Students come in all shapes, sizes and abilities. A sustainable approach celebrates all these abilities, while helping develop all kinds of learners, which leads to a more sustainable society.
2. A SUSTAINABLE MASTER PLAN puts schools at the center of communities
Community-centered, green schools are planned through a broad-based, collaborative process. Take the time to include input from all stakeholders. Planning should be a process of facilitation and outreach, not of direction. The successful Master Plan is one in which the stakeholders "have a stake." Include teachers, administrators and the people who are charged with efficient operation of the buildings. Include students and their parents. Include neighbors. Not everyone has a child in the public schools, but everyone pays taxes, drives by the school, and lives with its visual and environmental impact. They have a stake too. Include naysayers. In the end, if the collaborative process is a positive, productive experience for everyone, you will have created many new friends for public education.
3. A SUSTAINABLE MASTER PLAN leads to economical, high performance environments
A sustainable Master Plan must address traditional notions of sustainability such as energy efficiency, indoor air quality, and bright spaces with abundant, natural lighting. Through development of sustainable design standards, the Master Plan should establish broad values of sustainability. These broad values outlive constantly-changing, individual technologies. Specific technical standards should also be adopted and updated periodically. One small step a School Board can make is establish that all projects be designed to meet LEED or CHPS standards of sustainability. The result is spaces that save the District money while increasing student performance and creating a better environment for people to work.
4. A SUSTAINABLE MASTER PLAN takes a long term view
While immediate short term needs can't be ignored, it is important for an effective Master Plan to have a long-term focus. We often suggest taking a 20 year view. While it usually isn't possible to plan projects with this time horizon, taking such a long term view allows the participants to envision where they hope to be in 20 years. It shifts the process from one that serves to satisfy only pressing, detailed needs to one that focuses on the long term benefit of the whole community. A key aspect of this view is the development of Long Term Guiding Principles of the Master Plan that guides future decisions and allows flexibility to address changing needs.
It is understandable the focus of public school districts is to "just keep roofs over students' heads" and maintain old, out of date structures with whatever meager means are at hand. However, in that climate, the Facility Master Plan becomes a vehicle to steer limited funding toward wave after wave of "fix it" projects. The result is campuses being frozen in the past with "cells and bells" classroom configurations designed for rows of desks facing the front of the class, poor lighting, and noisy air conditioning with insufficient fresh air changes.
Undertaking the development of a Long Term Sustainable Master Plan takes time and commitment, but it is a necessary step in moving away from a pattern of reaction to immediate demands and moving toward proactively taking control of a District's destiny. We shouldn't miss the opportunity to engage in sustainable practices. Now is the perfect time to transform learning spaces into inviting, stimulating environments relevant to the future.
Since I was five, I knew I wanted to be an architect. So whether I was in middle school or high school, I was always preparing for this career. As a principal designer for
k-12 schools, I work with an amazing group of professionals, who are unbelievably passionate about what they do. We think holistically about everything, from the smallest of details to the larger ones. And when we're done, you can walk into one of our schools and tell that sustainability has affected every aspect, and it's quite a legacy to leave.
As many of you may or may not know, I also have the privilege of leading the U.S. Green Building Council's Green Schools Committee in Orange County. So not only do I get to design green schools, I get to be an advocate on their behalf as well.
Our Green Schools Advocacy Committee is part of a broad-based, national green schools campaign. Our goal is that within a generation, every child in America will attend a green school.
It's no secret that green schools serve as teaching tools - demonstrating to students, faculty, and parents practical ways that we can create healthier, more efficient, less costly learning environments. If anything I've written has struck a chord with you, please join us at one of our next advocacy meetings. We meet at 5:30 p.m. the first Thursday of each month; we're always on the lookout for passionate volunteers.
Another way to help is to take the Green Schools Pledge or follow our OC Schools account on Twitter. Thank you for taking the time to read this post. When we build green, everyone profits - and that's the truth.
C.A.S.H.'s High Performance Schools Committee, which I am fortunate to chair, just released their
Planning for Energy Efficiency kit. Highlights include establishing a baseline, energy benchmarking, goal setting, development of a formal energy master plan, funding options like Savings by Design, retro-commissioning, and more.
Several of LPA's energy efficient k-12 schools are featured in the kit as well.
Cesar Chavez Elementary School, Long Beach, Calif.
Energy efficient features: CHPS Certified and Savings by Design
Beverly Hills High School Science & Technology Building, Beverly Hills, Calif.
Energy efficient features: CHPS Designed and Savings by Design
Paramount High School Addition, Paramount, Calif.
Energy efficient features: Solar Panels
As a long term supporter of C.A.S.H. (the Coalition for Adequate School Housing) and their mission, I am thrilled to help publish material of this kind and I look forward to the positive changes that this information will bring about. Even in our own firm, energy audits and master plans are now services that we offer. The winds of change are blowing and with efficiency at the forefront, the possibilities are endless.
C.A.S.H. was formed in 1978 to promote, develop, and support state and local funding for the construction of K-12 schools. Since 1982, C.A.S.H. has sponsored or supported over $52 billion in statewide school bonds to build and/or modernize thousands of schools.