The indoor environmental quality of a school directly impacts the ability of students to learn and is therefore of utmost importance to CPS. The school design shall focus on reducing indoor contaminants, providing proper acoustics and providing appropriate natural light.
Indoor Air Quality
Indoor contaminants can be reduced by increasing outdoor air ventilation, eliminating contaminant sources within the building materials, and inhibiting the development of mold within the building. Indoor contaminant reduction as indicated in LEED BD+C: Schools material ingredients, enhanced indoor air quality, and low-emitting materials credits should be specified on all projects.
Thermal Comfort
Thermal Comfort is a common complaint in indoor environments, and spaces should be designed to meet the ASHRAE 55 current version requirements for temperature, relative humidity, and air speed. Individual controls should be provided where possible.
Acoustics
Proper acoustical separation must be provided between interior spaces and the building envelope shall be designed to minimize the impact of outside noise sources such as planes, trains and automobile traffic. Consideration is to be given to the placement of rooms within the school to reduce noise contamination of the learning environment (see individual room descriptions and Acoustics guidelines for more information).
Electric Lighting
Multi-level lighting controls (at least on, off and mid-level) give students and staff optimal control over their environment based on the activity occurring in the space. Surfaces with high reflectivity (ceilings, floors, and walls) minimize the need for electric light and maximize the effectiveness of daylight.
Daylight and Views
It is the goal of CPS to strive for the daylight credits outlined in LEED BD+C: Schools. Although these points might not always be achieved, it is the expectation of CPS that the AOR will work toward a design that optimizes daylight throughout the building. Daylight should be provided in a way that reduces glare. North facing windows provide the best light for learning environments and shall be favored. On east and west facing windows, vertical shading is appropriate to mitigate glare and heat gain. South facing windows should have horizontal exterior shading elements.
- Light shelves also assist in bringing the daylight deeper into the classroom.
- Clerestory windows can also bring in additional high-quality daylight.
- Views to the outside should be provided for all classrooms and regularly occupied staff spaces. Views should include sky, vegetation, people, movement, and objects at least 25’ away from the exterior glazing.
- Skylights are not permitted by CPS due to maintenance concerns. Use of clerestory windows is encouraged as an alternative.