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Things have gotten harder
Water-use reduction is a good opportunity for all projects to earn points. If you’re familiar with this credit from earlier versions of LEED, though, keep in mind that it’s gotten harder. LEED 2009 introduced WEp1: Water Use Reduction as a prerequisite, calling for a 20% reduction for all projects. In contrast with NC-v2.2 WEc3, which used to award one point for a 20% reduction, the points for 2009 now start with a 30% reduction with for two points, and go up to four points for a 40% reduction.
The baseline for measuring water savings has also become more demanding. The LEED 2009 baseline for commercial lavatory faucets is 0.5 gallons per minute (gpm), whereas the previous baseline was 2.5 gpm.
It’s still very doable
Even with...
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28 Comments
FTE for Schools
When calculating the FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories.'s, what is typically done for summer months when school is not is session? Do you just figure your FTE's like school is in session, input the number of days of operation (200 or whatever for a school) and ignore the 10 or so FTE's that are their over the summer months (i.e. Janitors, Administrators, etc.)? Or would you include them as transients and just add them to your daily average? I am assuming I should figure my number of transients throughtout a full calendar year and take that daily average as additional FTE's to be spread across the school year (days of operation). Thanks.
David,
Not an expert on LEED for schools, but after conferring with some colleagues I believe you can take this approach.
The FTE can be based on the numbers of days the school is in session and you can ignore the 10 or so FTE from the summer. LEED calculates based on a ratio so the water reduction percentage should be the same if you added in the 10 or so FTE.
Construction Add Alternates
In the State of Maryland, part of the construction project must contain a percentage of "add alternates" to a project. In this case, which is a schools 2009 project, the "add alternate" is an addition. With this add alternate, we will not know the exact FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories., or concrete building square footage, until the project bids are accepted. With the possible added square footage, should we use the highest square footage and calculate all items, such as FTE, from the start? Thanks for any advice.
Lauren, it seems like the practical path here would be to exclude the alternate during your initial LEED credit calcs, but add it in later if it becomes part of the project.
LEED for Schools 2007 version WEc3 Exemplary Performance
We are working on a LEED for Schools (v 2007 -- again, listed here because there's no v2 Schools section) that just had an exemplary performanceIn LEED, certain credits have established thresholds beyond basic credit achievement. Meeting these thresholds can earn additional points through Innovation in Design (ID) or Innovation in Operations (IO) points. As a general rule of thumb, ID credits for exemplary performance are awarded for doubling the credit requirements and/or achieving the next incremental percentage threshold. However, this rule varies on a case by case basis, so check the credit requirements. strategy denied for achieving >40% reduction. Any idea why this should be given it's the same threshold as NC v2 for this credit?
Glen, was there any reviewer comment with the denial? Any indication whether they don't think the EP point exists here, or whether there was something about your calcs that didn't pass muster?
I would like to add that my ID credit for WEc3 Water Use Reduction Exemplary PerformanceIn LEED, certain credits have established thresholds beyond basic credit achievement. Meeting these thresholds can earn additional points through Innovation in Design (ID) or Innovation in Operations (IO) points. As a general rule of thumb, ID credits for exemplary performance are awarded for doubling the credit requirements and/or achieving the next incremental percentage threshold. However, this rule varies on a case by case basis, so check the credit requirements. was also recently denied for my LEED for School 2007 project. The GBCI mentioned no special circumstances for this.
Their response: "However, there is no posted exemplary performance path for WEc3 in the LEED for Schools 2007 Reference Guide. TECHNICAL ADVICE: The project may apply for an alternative Innovation in Design credit for the Final Review." Water conservation is a priority in the school as well as in the region. Why wouldn't exemplary potable waterPotable water meets or exceeds EPA's drinking water quality standards and is approved for human consumption by the state or local authorities having jurisdiction; it may be supplied from wells or municipal water systems. savings be encouraged?
I don't have a LEED for Schools 2007 Reference Guide, but I double-checked that the 40% threshold is available in NC v2.2.
Remember that these versions existed before the 2009 alignment of rating systems, so is it possible that the EP point simply isn't available for Schools 2007?
The 2007 Schools Reference Guide does say there is no exemplary performanceIn LEED, certain credits have established thresholds beyond basic credit achievement. Meeting these thresholds can earn additional points through Innovation in Design (ID) or Innovation in Operations (IO) points. As a general rule of thumb, ID credits for exemplary performance are awarded for doubling the credit requirements and/or achieving the next incremental percentage threshold. However, this rule varies on a case by case basis, so check the credit requirements. point available for this credit. I assumed this is an oversight in the writing of the guide (we've seen others), given that ALL other v2 rating systems (NC, CS, CI) follow the 40% threshold for exemplary performance. Like the comment Larry received, GBCI gave no rationale other than to refer to the guide.
Is there a WEc4 in Schools 2007? Perhaps the WE TAGLEED Technical Advisory Group (TAG): Subcommittees that consist of industry experts who assist in developing credit interpretations and technical improvements to the LEED system. figured that some emphasis should be on that, and not on an EP point for WEc3? Just thinking out loud here... sometimes differences like that are oversights, but sometimes they are intentional. In any case, if it's now allowed per the Reference Guide, I don't have any suggestions for getting the EP point.
Water Efficiency - Dual Flush Valve GPF Average Explanation
I'm currently working on a school renovation that's aiming to achieve a LEED Silver rating. One of the credits that we're after is Water Efficiency Credit 3 (35% water savings). We're currently achieving this with the use of .5 aerators on all lavatories, .125 GPF urinals, and 1.28 GPF water closets. Our current savings is roughly 37%.
Unfortunately, we have a "master plumber" on campus that is completely against the 1.28 water closets and has the backing of the owner. Without the 1.28 GPF water closets, our chance at achieving even a 30% savings is shot. With that said, I have proposed the use of a dual flush (1.1 and 1.6 GPF) valve, and both the "master plumber" and owner are on board.
I typically specify a 1.28 flush valve/fixture and I'm not too familiar with the GPF average of a dual flush valve. Could someone please explain the GPF average for a dual flush (1.6 and 1.1) flush valve to me? When you average the 1.6 and 1.1 together, you get 1.35… however I believe that LEED considers a dual flush valve to average 1.28 GPF or less, is this correct? Any information that can be provided is well appreciated.
Thank you,
Aaron Downing
Dual-flushA type of water-saving toilet that gives a choice of flushes depending on the type of waste solid or liquid. toilets aren't averaged in LEED. Anticipated uses for each flush volume are counted. I think if you review and starting entering information on the LEED Online form (you can download a sample form in the Doc Toolkit tab above), this will become clear.
Please post back with more questions/clarification!
When you are in WEp1, check out the Credit Resources. There is a file called WEp1 Additional Guidance.pdf that helps explain how the toilet flow rate should be calculated for dual flush fixtures. It's going to depend on if you are using them in conjunction with a urinal or if it is a stand alone fixture (like a private unisex bathroom) used by both men and women equally. Check out the link - it will help you with this calc.
Science lab water use calcs
We are working on an addition which is half science labs, what role do the sinks in the labs play in the water consumption/reduction equation? How are they factored in since they are an intermittent use? Do manufacturers even offer water efficient fixtures in labs yet? We are using all potable waterPotable water meets or exceeds EPA's drinking water quality standards and is approved for human consumption by the state or local authorities having jurisdiction; it may be supplied from wells or municipal water systems. for this particular project.
If you check the credit language, you'll see the list of fixtures that are covered by this credit. The only one I think you MIGHT see in a lab is a lavatory faucet, and that's doubtful. If that's the case, you'd want to do your best to get water efficient fixtures here as a best practice, but you're not required to for this credit.
WEc3 and water catchment
WEc3
This project is the renovation of a government facility. The RFP states that the project will not be LEED registered, or attempt any particular point count. It does ask for compliance with LEED standards in several areas. One is WEc3. The entire facility is run on catchment water. Since the intent of the credit is reduce potable waterPotable water meets or exceeds EPA's drinking water quality standards and is approved for human consumption by the state or local authorities having jurisdiction; it may be supplied from wells or municipal water systems. use from municipal sources, is it fair to say that this requirement has been met?
Use of rainwater as a substitute for potable waterPotable water meets or exceeds EPA's drinking water quality standards and is approved for human consumption by the state or local authorities having jurisdiction; it may be supplied from wells or municipal water systems. is a valid way of earning this credit, yes.
Water Use Reduction calculations - kitchen / food service sink
Has anyone experience how to enter calculations for school kitchen / food services sink – by how many people and how many times a day used should be entered into calculations?
I appreciate any advice and references.
Thank you.
Sorry, I don't have a reference for this. I think it would be very dependent on the specific school and kitchen. Do you have an existing project you can monitor for a little while to see?
Has there been any further progress on this issue? Just wondering, since on a Addenda (2/2/2011) it says that the Eligible Fixture wording on page 174 was changed to add "The "Kitchen sinks category encompasses all sinks... similar to a sink in a residential kitchen... However professional grade / commercial faucets such as those used in a commercial kitchen would not be included." I am assuming the veggie sink would be excluded, but the typical hand sinks would be included. I still am unclear of daily usage for this item though.
Renee, I'm not sure exactly what you're asking? This credit focuses on only a specific set of water fixtures, which includes the basic kitchen sink, but not a commercial foodservice sink. That is pretty clear. In terms of establishing daily uses, I again would have to say that it depends on a lot on the project and the specifics of the sink. Sorry not to have more info.
Rainwater Harvesting & Cistern Sizing?
Can anyone recommend a resource to use for sizing a cistern?
By using the LEED Online forms, it is easy to determine the FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories. and the daily or annual water use. By using climate data (annual rainfall) and roof catchment area, you can calculate how much rain is available. But how do you determine the appropriate, efficient, and accurate cistern size? If you don't have a large enough cistern, you run the chance of going dry in times of unexpected low precipitation levels, and if you size it too large, it becomes a budget killer and water gets stagnant.
Any suggestions?
I don't know of a resource offhand, but there must be one. Have you looked around more?
Of course, having an engineer is probably the best answer.
FTE
The school that I am working on is in a rural community. There is a pre-enrollment taking place now, which is significantly less than the capacity and what is anticipated in the near future. Should I use the capacity for each classroom for FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories. calculations or what they expect to enroll the first year open?
Use the capacity for which the spaces were designed. (Since LEED for Schools is about design and construction, not operations.)
FTE calculations for Water Use Reduction and Bikes /Showers
We are working on a LEED for Schools 2007 version project. (Yes, I know I"m posting this under the LEED v2009 Schools, but there isn't a section of LEED USER which allows you to search on older versions. This is the only thing I know to do.)
Having said that, here's my question. I understand that LEED S 2007 calculates FTEs according to faculty, visitors, and students- but only students above the 3rd grade should be counted in the SS4.2 Bikes and Showers.
However, other FTE dependent credits, such as Water Use Reduction, use all building FTEs including younger students below the 3rd grade. That seems to be fairly clear, but yet it also says FTEs should be consistent across all credits. This seems like a contradiction to me.
Has anyone else run across this particular issue?
Thanks.
Joanna
You should always be consistent with numbers like building occupancy -- but LEED can still allow for using a tweaked FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories. count for specific circumstances. In the credit narrative, be clear about how you derived the FTE count, why it's different from the full project FTE count, and if you're still concerned, cite the Reference Guide page number. I'm not very familiar with LEED for Schools, but other LEED systems allow occupancy count tweaks for this credit in certain circumstances. For example, inpatients in hospitals aren't considered to be biking.
The methods for calculating occupancy, including FTEFull-time equivalent (FTE) represents a regular building occupant who spends 8 hours a day (40 hours a week) in the project building. Part-time or overtime occupants have FTE values based on their hours per day divided by 8 (or hours per week divided by 40). Transient Occupants can be reported as either daily totals or as part of the FTE. Residential occupancy should be estimated based on the number and size of units. Core and Shell projects should refer to the default occupancy table in the Reference Guide appendix. All occupant assumptions must be consistent across all credits in all categories., vary by credit. So the reference guide instructions that FTE occupants are to be consistent across all credits aren't necessarily correct in all cases. For example, SSc4.2 is based on peak, while WEc3 uses annual average. Add in multiple shifts, and that changes it even more.
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