This credit promotes efficient, high-performance lighting systems through increased controllability for building occupants. Allowing individuals control over the lighting levels in their workspaces can enhance their comfort, productivity, satisfaction, and overall wellbeing.
Better lighting controls can also increase the efficiency of your lighting system by focusing on task lighting rather than unnecessary ambient lightingLighting in a space that provides for general wayfinding and visual comfort, in contrast to task lighting, which illuminates a defined area to facilitate specific visual work., and can reduce energy use due to cooling loads by allowing occupants to turn off lights when leaving their space or when daylight is sufficient.
The credit requires that you provide individual lighting controls for a minimum of 90% of building occupants, and that all shared, multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. be equipped with lighting controls.
Task lighting combined with ambient lighting is a common and easy way to achieve this credit.In most buildings, you can satisfy the majority of credit requirements simply by providing an on-off switch for each multi-occupant space and task lighting in individual workspaces—but be aware that standard lighting system design may not allow for adjustments to lighting levels to meet specific, task-related needs.
It’s strongly recommended that you optimize the lighting system design. This could mean a combination of dimmers, occupancy and daylight sensors for multi-occupant spaces, and adjustable task lighting for individually occupied spacesOccupied Spaces are defined as enclosed spaces that can accommodate human activities. Occupied spaces are further classified as regularly occupied or non-regularly occupied spaces based on the duration of the occupancy, individual or multi-occupant based on the quantity of occupants, and densely or non-densely occupied spaces based upon the concentration of occupants in the space.. Take note, however, that dimmers, occupancy sensors and daylight sensors alone do not meet the credit requirements unless they have an override switch.
Schools must provide individual lighting controls for 90% of administrative offices and other individual spaces that are regularly occupied. All learning spaces―such as classrooms, laboratories, and gyms―must provide lighting controls to meet group needs. In addition, all classrooms must provide two lighting levels: one for general classroom activities and another for A/V activities.
Establish occupant-use types for each space (individual or multi-occupant), and identify the lighting needs for each space. Review space programming and the requirements to provide lighting controls for both individual and multi-occupant spaces.
Establish lighting control goals and include them in the Basis of Design for EAp1: Fundamental Commissioning.
Providing controllability for occupants does not have to involve a complex lighting system―you can simply provide plug-in task lighting in individual spaces and on-off switches in multi-occupant spaces.
The inclusion of occupancy and daylight sensors can provide a more efficient lighting system, but it does not provide occupants with more controllability. Rather than limiting your project to merely meeting the credit requirements, a combination of lighting controls and lighting controllability is ideal.
Providing lighting controllability to 90% of individual-occupant spaces can add some upfront cost to your project if this is not standard practice. However, better lighting controllability can reduce lighting and cooling loads and increase productivity. Additionally, since ambient lighting generally is more energy-intensive and generates more heat than task lighting, emphasis on task-specific lighting can reduce energy costs by reducing the level of ambient lighting needed.
Begin to lay out the lighting design, individual controls, and control systems. Typically, ambient lighting does not provide all occupants with adequate control. To provide control, design task lighting in addition to ambient lighting.
At a minimum, provide individual controls for 90% of occupants.
In schools, provide lighting control for 100% of multi-occupant and core learning spaces, and individual controls for 90% of offices or other individual spaces. Also, provide both a general lighting setting and an A/V lighting setting for all classroom spaces.
Providing individual lighting controllability supports energy efficiency, as the occupants can turn off the lighting system when leaving a space.
An open office space counts as individually occupied when each person has an individual desk and a defined space.
Develop a list of all individually occupied spaces for occupant controls, and core learning spaces and classrooms for multi-occupant space controls. Core learning spaces include: art, band, and chorus rooms, science and computer labs, classrooms, gyms and other physical education spaces, libraries, observatories, and study rooms.
When designing, consider lighting controllability in combination with your daylighting strategy. For example, if your project has a good design for daylight, you may want to provide task lighting on the interior walls instead of near windows, or daylight sensors in conjunction with an on-off switch for ambient lighting and task lighting for individuals.
Employ a lighting designer to develop and review specialized lighting design considerations, such as glare and special-use lighting in art rooms, shops, or A/V presentation rooms.
Review opportunities for daylighting, light shelves, skylights, or light tubes. Along with these strategies, consider occupant controls related to each strategy, such as interior or exterior blinds, or changing the aperture on skylights or light tubes. Also consider assessing building orientation and space allocation. These are best practices, not credit requirements.
Although it's not required for credit compliance, providing ambient and individual controls with variable lighting levels is recommended. Also, consider how individual lighting levels could supplement ambient lighting to provide each with variable lighting levels.
Individual control means that there is a switch accessible to each occupant for control over lighting levels at their individual workspace. It can be a task light in an open office scenario, a main-wall sconce in a private office, a ceiling-hung light in living and bedrooms, or a desk light at a reception desk. Keep in mind, though, that in order to count toward the 90% of individually controlled lighting, 90% of occupants must have a dedicated control or task light.
Task lighting does not need to be hardwired in order to meet the credit requirements.
The credit requirements are based on number of occupants for individually occupied spaces and number of spaces for multi-occupant spaces. Only 90% of total building occupants must have controls in individually occupied spaces, but each of the multi-occupant spaces must have independent controls.
Together, the owner and design team should set preliminary lighting goals and incorporate them into the Owner’s Project Requirements (OPR) for building commissioning credits EAp1 and EAc3.
For (a minimum of) 90% of individual occupants, provide lighting that can be easily adjusted by the individual. This can include task lighting that is not hardwired, or hardwired lighting with on-off switches that control lighting at an individual workstation. Individual lighting may not be shared if it is to apply to the credit.
Confirm that 90% of individual lighting controllability is being provided by performing a basic calculation.
For all multi-use spaces, such as classrooms and gymnasiums, adequate controls must be provided to maintain lighting levels appropriate to the programming of the space. In addition, classrooms must provide two lighting modes, one for general lighting and one for A/V needs.
Confirm that 100% of multi-occupant spaces have adequate manual controls.
Examine project space allocation to evaluate whether there are any areas that present a challenge for meeting the requirements, or space programming that makes lighting controls inappropriate for the space.
Ideally, when specifying task or ambient lighting, lighting position should be adjustable and have multiple light levels. However, the credit can be satisfied with lights that simply turn on and off.
All daylight and occupancy controls must have a manual override to count toward the credit requirements. (This refers only to spaces that are applicable to the relevant space types. Non-regularly-occupied spaces such as bathrooms would not apply.)
Residences can meet this requirement with appropriately located, switch-operated plug receptacles. If no hardwired lighting is provided in a space, floor lamps controlled by a switch will still meet the credit requirements.
Include all lighting control locations and specifications in the drawings and bid documents, and develop floor plans indicating the location and type of lighting controls.
Continue to develop your list of occupancy space types and the associated lighting controls.
Include lighting control systems in the commissioning scope of work for the commissioning credits EAp1 and EAc3.
Develop LEED documentation concurrently with or immediately following 100% Construction Documents.
Commission lighting systems to confirm their performance in concert with the commissioning credits EAp1 and EAc3.
Document credit achievement through LEED Online. You'll need to provide the following information:
Calibrate occupancy sensors and other lighting control systems (if included) after the installation of all office equipment and furnishings. Installing office equipment and furnishings after calibrating the lighting control systems could cause poor system performance.
Although not required for credit compliance, developing a plan to monitor the performance of lighting control systems is recommended. This may include occupant survey feedback (IEQc7.2), ongoing monitoring (EAc5), and a schedule for regular testing of components.
Educate the occupants to properly use their controls and to turn them off during hours when the building is unoccupied or the space is not being used.
Ongoing monitoring of system performance will prevent unintended energy use after hours due to faulty sensors and other issues.
Excerpted from LEED 2009 for Schools New Construction and Major Renovations
To provide a high level of lighting system control by individual occupants or groups in multioccupant spaces (e.g., classrooms and conference areas) and promote their productivity, comfort and well-being.
Provide individual lighting controls for 90% (minimum) of the building occupants to enable adjustments to suit individual task needs and preferences.
Provide lighting system controls for all learning spacesCore learning spaces are spaces for educational activities where the primary functions are teaching and learning and where good speech communication is critical to a student's academic achievement. These spaces include, but are not limited to, classrooms, enclosed or open plan), instructional pods or activity areas, group instruction rooms, conference rooms, libraries, offices, speech clinics, offices used for educational purposes and music rooms for instruction, practice and performance. including classrooms, chemistry laboratories, art rooms, shops, music rooms, gymnasiums and dance and exercise studios to enable adjustments that meet group needs and preferences.
In classrooms, provide a lighting system that operates in at least 2 modes: general illumination and A/V.
Design the building with occupant controls for lighting. Strategies to consider include lighting controls and task lighting. Integrate lighting systems controllability into the overall lighting design, providing ambient and task lighting while managing the overall energy use of the building.
Provides education and resources about recycling mercury containing lamps.
An resource providing design guidance for educational facilities, available from the IES website.
These guidelines are available as a free download or can be purchased as a printed manual of 390 pages.
A resource providing general lighting design guidance, available from the IES website.
This spreadsheet categories dozens of specific space types according to how they should be applied under various IEQ credits. This document is essential if you have questions about how various unique space types should be treated.
The following links take you to the public, informational versions of the dynamic LEED Online forms for each Schools-2009 IEQ credit. You'll need to fill out the live versions of these forms on LEED Online for each credit you hope to earn.
Version 4 forms (newest):
Version 3 forms:
These links are posted by LEEDuser with USGBC's permission. USGBC has certain usage restrictions for these forms; for more information, visit LEED Online and click "Sample Forms Download."
Documentation for this credit can be part of a Design Phase submittal.
The individual workstation lighting controls section has changed with the version 4 form. We now must enter each space and provide documentation of each control for task lighting. My question is the box that we must check stating "General Illumination was not counted towards these controls."
Therefore, in a general office format we provide occupancy sensor switches that allow the occupant to turn off and on the lights. Does this mean we are now not allowed to count this as one individual control for a private office? My thought was this was a one occupant space that leaves the occupant with control of his ambient and task lighting.
In a cubical setting i understand we must have an additional control at each desk apart from the general lighting. If we provide a receptacle above the counter at every cubical and spell out that this could be used for a lamp or some form of additional task lighting can we count this? If not, what must we provide in order to qualify for the credit?
You have a couple questions in here so let me answer them one by one.
If you a private office with one desk then you could count that as one workstation with one lighting control. You could have an occupancy sensor switch but you also need to have a manual override or an ability for the occupant of that room to control the lighting themselves.
In terms of the task lighting you would need to provide the lights themselves and not just provide receptacles.
Hope that helps.
Does anyone know how to erase a line item from the tables without deleting all of the entries below? A space/room was inadvertently placed in the wrong table and needs to be erased; I would rather not delete the 30 entries below to correct the template. Any help would be greatly appreciated. Thanks!
Just delete the data in that line and leave a blank line - it won't disrupt the overall calculation result.
Has anyone received clear instruction or a definitive review comment that clarified how a multi-occupant dorm room should be classified for both IEQc6.1 and IEQc6.2? I could see making a case for either calling the dorm room a group multi-occupant space or identifying each bed/desk combination as an individual workstation. I've consulted the IEQ Space Matrix published by USGBC, but the section on "Residences" doesn't clearly define how to classify a bedroom or sleeping areas. Anyone have any thoughts or experience on this?
According to this Space Type Classification guidance Excel document (http://www.usgbc.org/DisplayPage.aspx?CMSPageID=220 go to Indoor Environmental Quality) , it would be a individual workstation and regularly occupied. From my experience, I count "individual workstation" by number of beds. So, two beds = two workstations.
Lauren, I've used that Space Matrix in the past, but didn't find it particularly useful for the Residence space type. Which "sub-area use type" are you referring to? Would you classify a sleeping area or bedroom as "conversation, relaxation and entertainment"? If so, how do you see this affecting compliance for IEQc6.2? If you have a dorm room with 7 beds, would that be 7 individual workstations with only 1 workstation having access to thermal controls?
I'd classify it as a bedroom and in that case, if you had 7 beds, I think you would need to account for 7 workstations. Could you have lights over the beds to allow for dorm residents to turn on and off during the evening time? Or maybe lights over the desks?
I've worked on a fire station residence before and the way we achieved the point was by providing desk lamps for the firefighters in all of their rooms...
OK, I am still a little confused based on some of the comments below, but to me it is 100% clear just by the template alone that it is an either/or and not both. That is definitely diffrent than past versions and puzzling why they did this but the template clearly makes you pick one or the other. Am I missing something here? Also, in case 2, they say use general and A/V mode. Can a manually controlled dimmer be considered A/V or does it have to be a preset A/V level achieved with the push of a single buttton? thanks.
David, I am also puzzled since both cases are so easy to meet, compared to the Schools 2007 requirements. I have also been using Case 2 since it's easier to document. Since they don't define A/V mode using footcandle limits like they did in 2007, and since the form only requires you to answer a Yes/No question that the classrooms have general and A/V mode, I don't see why dimmers wouldn't qualify. When they previously had the requirement that A/V mode demonstrate a level between 10 and 20 footcandles, they would probably require a pre-set dimming setting. However they no longer define A/V mode and there's no mechanism on the form to describe the type of controls even if you did include a preset level. I still can't shake the feeling that I'm missing something, but that's my interpretation so far!
Thanks for the reply. It's hard to shake off things that were done in earlier versions that have become less stringent when you know the mentallity is/should be to be more so. However, I suppose the thought behind this would be that the engineer/lighting pro knows the space and potential for glare and the need for note taking, etc., better than a generic space with a predetermined foot candle amount. So I guess I will go with that until proven otherwise. Now for the explanation of only having to choose Case 1 or 2, who knows. Maybe they have come to realize that if you pick Case 2 in a school building a large percentage of the building will be accounted for and therefore not worrying about the left over spaces is ok???
Does LEED have a form for inputing rooms/controllability in Version 3 like they did for Version 2.2?? Or do we just make up our own format?
Yup, on the credit form there are fields for Space ID, Space type, Lighting Control Type, Total Spaces and Total Spaces provided with Control. Does that answer your question?
Can anyone comment on the Case 1 OR Case 2 for LEED for Schools? The letter template make allows you to use EITHER path, not BOTH as is implied in the text above in the LEED User interpretation. Is there an addendum out there I don't know about that changes this?
I see your confusion. In the reference guide, it is pretty clear that you choose Case 1 OR Case 2. Hope that helps.
Following Case 1, the LEED Reference Guide requires individual lighting controls in spaces occupied by individuals, and also adjustable controls for all learning spacesCore learning spaces are spaces for educational activities where the primary functions are teaching and learning and where good speech communication is critical to a student's academic achievement. These spaces include, but are not limited to, classrooms, enclosed or open plan), instructional pods or activity areas, group instruction rooms, conference rooms, libraries, offices, speech clinics, offices used for educational purposes and music rooms for instruction, practice and performance.. What about shared multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. that are not learning spaces but are regularly occupied, such as kitchens?
Multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. that are also regularly occupied would need to have access to "adequate controls to suit its activities". In other words, the staff that works inside the kitchen, would need to be able to have control over their lighting to help them accomplish their tasks.
The LEED for Schools 2009 requirements have a Case 1 (admin offices and learning spacesCore learning spaces are spaces for educational activities where the primary functions are teaching and learning and where good speech communication is critical to a student's academic achievement. These spaces include, but are not limited to, classrooms, enclosed or open plan), instructional pods or activity areas, group instruction rooms, conference rooms, libraries, offices, speech clinics, offices used for educational purposes and music rooms for instruction, practice and performance.) and a Case 2 (classrooms only). These seem to be presented as an either/or situation where you pick one Case or the other. Based on the requirements for each Case, I would think they would want you to comply with both requirements instead of either. But the LEED Online form seems to want you to select one, and it tallies a point if just one case is documented. Compared to the LEED for Schools 2007 requirements, both cases seem very easy, and if you truly pick one or the other it becomes ridiculously easy. Am I missing something?
Have you checked the latest LEED Online v3 Form Fix Log, saved here: http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1447
It may be that you need to request an update to the Credit Form. Just realize that if they update your Credit Form on LEED Online for EQc6.1, it will erase any work already entered into the form. So make sure you save your work on your desktop beforehand.
If that doesn't work, you can provide Feedback to Credit Forms through the Feedback tab on LEED Online v3.
Sometimes, when these efforts aren't working, I'll just provide an attached narrative for my reviewer to explain how the Credit Form isn't cooperating but that I feel I'm meeting the Credit requirements per the Reference Guide. If you can quote the Reference Guide language verbatim, it's pretty difficult for a reviewer to deny you credit. The reviewers also realize that the Credit Forms are continually in the process of being updated.
the first phase of this project will only be multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. - so the first portion of thecredit can't be met.
can you confirm? is there another option?
Lisa, you're not required to have multi-occupant spacesConference rooms, classrooms and other indoor spaces used as a place of congregation for presentations, trainings, etc. Individuals using these spaces share the lighting and temperature controls and they should have, at a minimum, a separate zone with accessible thermostat and an air-flow control. Group multi-occupant spaces do not include open office plans that contain individual workstations. to earn the credit. It's a matter of "If you have multi-occupant spaces, here's what you have to do for them."
Sr. Sustainability Professional
DNV KEMA Energy & Sustainability
Achieving IEQc8.1 will affect the lighting system design and may necessitate daylight sensors and shading devices in addition to occupant controls.
This credit addresses and defines multi-occupant spaces in the same way as IEQc6.1.
Optimized lighting systems with occupant controls will likely reduce energy demand while increasing building performance, helping to meet EAp2.
Lighting systems should be included in the commissioning process to confirm optimized performance. This is especially critical for systems that utilize daylight or occupancy sensors.
Lighting system energy should be included in a Measurement and Verification plan. This will help to confirm lighting system performance and energy use attributed to lighting.
Do you know which LEED credits have the most LEED Interpretations and addenda, and which have none? The Missing Manual does. Check here first to see where you need to update yourself, and share the link with your team.
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