SCHOOL NAME:
OBSERVATION DATE:
Lead/Copper in Drinking Water: Was the
O Yes
plumbing system replaced after 1991?
O No
In your school or classroom...
No, your plumbing system likely has elevated lead
Views: Are there views to the outdoors available to
O Yes
levels because it predates EPA’s Lead and Copper Rule.
room occupants?
O No
Low flow water fixtures: Are there low flow water
O Yes
No, count the number of high flow fixtures to identify
fixtures present throughout the building (e.g.,
O No
water conservation opportunities.
Presence of Mold or Mold Odor: Can you see or
O Yes
Yes, even without visible signs of mold, smell can
smell mold or musty smell?
O No
indicate hidden mold, a known trigger of asthma.
Mechanical System Optimization: Do you have a
O Yes
Yes, identify when the filter was last changed.
mechanical ventilation system? Is the MERV Filter
O No
Indoor Air Quality
Rating 13 or higher?
No, complete additional IAQ measurement.
Natural Ventilation: If no mechanical systems
O Yes
No, classroom may be under ventilated during the
present, do you have operable windows in every
O No
school year and may limit operational resilience during
classroom? Is there a track pad at every entrance?
outages or air pollution events. O Yes
No, install either a surface mounted or recessed
O No
system trackpad to reduce outdoor contaminants from soil (lead, heavy metals) that contribute to indoor dust.
Does your facility use temporary buildings or
O Yes
Yes, modular classrooms have been shown to have
modular classrooms?
O No
high levels of harmful chemicals, background noise, water intrusion, mold, and poor indoor air quality.
No, views and access to nature are associated with better student satisfaction and comfort. Consider strategies to improve access to views or biophilic design.
Pattern, Orientation & Condition: Do you notice
O Yes
Yes, uneven, flickering light can lead to headaches.
stark unevenness in lighting, glare, inadequate
O No
Consider age of lighting system and available
distribution, hum, flicker, or other light concerns?
improvements for energy efficiency and controllability.
Visual assessment of windows: Are they single-
O Yes
paned? Well-sealed? Do not open?
O No
No, older windows may include legacy pollutants (e.g. lead in paint, PCBs in window caulking) that can be sloughed off in operable windows. Test samples for pollutants and measure for air leakage for air quality and thermal comfort.
Artificial Lighting Control: Can teachers dim
O Yes
No, the lack of this controllability may adversely impact
lighting? Do teachers have access to tunable
O No
teaching or individuals with different sensory needs.
Daylighting Control: If there are windows in the
O Yes
No, more exploration is needed to understand the
classrooms, do you have operable window shades?
O No
lighting systems? Can teachers readily switch on or off lights?
Are they pulled during the school day? Are there
impact of glare, which can be distracting to students and prevent computer work.
effective exterior louvers on south, east, and west elevations?
More sampling needed.
Color Temperature: Are the lighting systems
O Yes
No, all lights in the room should be tuned to the
Temperature: When collecting self-reported
O Yes
Yes, thermal comfort exceeds ASHRAE 55 standards.
tunable allowing lighting the color temperature to
O No
same color temperature. Color temperature is
thermal comfort satisfaction, are more than 20%
O No
Collect information seasonally and by occupants in
change throughout the day? Do all the lights in the
closely associated with human circadian rhythm
diverse locations across the school.
room look like the same color temperature or are
and influences students’ alertness and cognitive
some fixtures warmer or cooler than others?
performance.
of people dissatisfied within a specific thermal environment? O Yes
No, differences in metabolism and activities levels
Can classrooms make accommodations for
O Yes
No, modifications may be needed to support disability
of your classroom (e.g., thermostat, pulling window
O No
can reduce thermal comfort for occupants and
assistive devices? Are there enough outlets to
O No
inclusion and provide tailored learning opportunities
blinds)?
modifications are needed.
Presence of Cooling: Does your classroom or
O Yes
No, building system upgrades need to be evaluated
building have the ability to be cooled (e.g. air
O No
to see how the building can provide comfortable
conditioning, operable windows)?
temperatures during hot days.
Background Noise: Do you hear clear disruption
O Yes
If yes, there is likely increased sound transmission and
from adjacent classroom’s activities? Do you see
O No
opportunities to improve acoustical performance.
Spatial Adequacy
Controllability: Can you control the temperature
an interconnecting door or movable wall, unit ventilator, central HVAC air system, corridor plenum or duct work? Have acoustical finishes have been painted?
O Yes
Painting and non-porous coverings reduce the
O No
acoustical effectiveness of ceiling tiles.
Energy
Thermal Comfort
Interpretation
Get water tested.
toilets, faucets, or showers)?
Acoustics
OBSERVATION DATE:
Interpretation
Daylighting, Visual Comfort and Lighting Control
Water
In your school or classroom...
SCHOOL NAME:
charge individualized technology?
to meet individualized education programs.
Are there loose handrails, damaged stair treads
O Yes
Yes, these conditions may lead to falls and slips,
or uneven surfaces within the school?
O No
especially for individuals with mobility impairments. Unsafe environments may require repairs.
•Is there a lack of consistent and reliable heat in
O Yes
occupied spaces?
O No
•Is there a history of temperature fluctuations or uneven distribution? •Is there localized control (within a range of 8 degrees or less) of the temperature?
Yes, additional energy analysis is required.