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EPA energy_savings_plus_health_guideline

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Section 2: Assessment Protocols and Integrated Process Introductory Note for Priority Issues 1.0 Project Planning/Integrated Design and 2.0 Commissioning A wide range of school building upgrade projects is possible, from small-scale retrofits of components/ systems to much larger and more extensive projects involving modifications to multiple building systems and major renovations to the school building. A project's planning, design and commissioning processes will depend on its magnitude and unique characteristics. It is appropriate for users of this Guide to tailor their requirements for Priority Issues 1.0 Project Planning/ Recommended Actions Integrated Design and 2.0 Commissioning. For example, simpler projects with limited goals and funding may need a less formal design process and commissioning than larger-scale renovation projects. Project teams should be aware of the potential benefits associated with adequate project planning and commissioning to ensure that buildings and systems are designed, installed and operating as intended and in line with the schools' expectations and requirements. Assessment Protocols, Minimum Actions and Expanded Actions related to contaminants and building systems begin with Priority Issue 3.0 Moisture Control and Mold. PRIORITY ISSUE 1.0 PROJECT PLANNING/INTEGRATED DESIGN ASSESSMENT PROTOCOLS (AP) MINIMUM ACTIONS (MA) EXPANDED ACTIONS (EA) AP 1.1 Gather Feedback on IAQ Conditions in MA 1.1 Conduct Collaborative Planning Meetings This cell is the School Building intentionally Collaboration during renovation projects can allow project blank. Gather feedback from the school's faculty and teams to solve problems creatively and with better out- staff, including the IAQ coordinator (if one comes for the building and occupants. These collaborative exists), the custodian and the school nurse. meetings can help to identify synergies between building Determine locations in the building with IAQ systems that can significantly reduce energy consump concerns or complaints and gain an understand tion, promote IAQ and provide cost savings. For best ing of the current building status to inform the results, establish cross-functional team meetings from the project team. very beginning of project planning and continue meetings regularly through project completion. Conduct stakeholder meetings early in the process to further identify For large projects, the first team meeting often is called IAQ concerns and ensure that the a Design Charrette. This is a meeting at which design project meets its stated goals. Stakeholders professionals meet with building owners, occupants and could include, for example, teachers, adminis other stakeholders to understand their goals and concerns trators, nurses, maintenance staff, community and brainstorm ways to achieve these goals within the leaders, parents and/or students. overall project scope. Include the school's IAQ coordina tor, risk manager, maintenance staff, nurses and teaching Use the information gathered in this step to staff in this process, as staff and other building occupants guide the IAQ walkthrough inspection of AP 1.2. often better understand a building's IAQ issues. Notes MA 1.2 Formalize Project Goals • A school's IAQ coordinator could be any For improvement projects that include several building of several professions typically found in a systems, use the results of the collaborative team meet- school, including a teacher, administrator, ings and/or Design Charrette to more formally document nurse or maintenance personnel. IAQ goals for the project in an Owner's Project Require • If data on school-specific health measures ments document, as outlined in MA 2.2. Formalize proj are available (e.g., asthma prevalence, ect goals with IAQ considerations as early as possible in absenteeism rates), they may help guide the the project planning/design process to allow early consid- IAQ assessment. Some states require schools eration of alternative design concepts and avoid problems to keep asthma and allergy incident reports, that occur when IAQ is treated as an afterthought. which also could be helpful. See Appendix B: Communication and Education Energy Savings Plus Health | INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 23

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