Healthy Schools Lecture

HEALTHY SCHOOLSARCH 730; Fall 2012The Environmental Psychology of Health & Well‐BeingWescoe 1007 Thurs 7:10 9:00pmWescoe 1007 Thurs 7:10‐9:00pmInstructor: Keith Diaz Moore, PhD, AIAGuest Lecturer: Marcel Harmon, PhD, PE, LEED‐AP O+M

GENUINE | PROGRESSIVE | ADVOCATES

Tonight’s TopicsSchool / Community Reciprocal Relationships and their impact on student / teacher health and well‐beingimpact on student / teacher health and well‐being.

• School Impacts on Community• Community Impacts on School• Transportation / Walkability• Transportation / Walkability

Interior Environmental Impacts• Acoustics

d i li ( )• Indoor Air Quality (IAQ)• Temperature / RH / Thermal Comfort• Lighting / Views• Food Environment

Exterior Environmental Impacts• Playgrounds

Some BackgroundWhy Environmental Health Matters in Schools

• Children spend 30‐50 hours per week in and around school f ili i h b f h l /facilities, on the bus, after school programs/events, etc.

• The majority of that time is spent indoors

• The average age of school facilities in the U S is 42 years• The average age of school facilities in the U.S. is 42 years.


• Maintenance (infrastructure and staffing), upgrades and additions/renovations are often deferred because of initial cost and school district limited budgets.


• Our mental machinery and physiologies evolved for exterior l h l l d l llenvironmental input, while growing up, learning and living in small

communities.

• Children's’ immature and developing physiologies and mentalChildren s immature and developing physiologies and mental machinery are more susceptible to disruption from poor environmental conditions.

Some BackgroundWhy Evolutionary Theory Matters to Healthy Schools

Wilson, D. S. (2011) The Neighborhood Project: Using Evolution to Improve My City, O Bl k Ti H h B k G N Y k NYOne Block at a Time. Hachette Book Group, New York, NY.

Binghamton Neighborhood Project (BNP): Science Based Solutions to Real World Problems in Our Community ‐ http://bnp.binghamton.edu/.

EVOS – Evolutionary Studies Program at Binghamton University ‐http://evolution.binghamton.edu/evos/.

Wilson’s epiphany: Darwin’s theory won’t fully prove itself until it improves the quality of human life in a practical sense.

School Impacts on CommunityLindsey‐Steiner Elementary, Portales, NM

School Impacts on CommunityLindsey‐Steiner Elementary, Portales, NM

Community Impacts on SchoolSurrounding Air Quality

USA Today Special Report: The Smokestack Effect ‐ Toxicity and America’s SchoolsAmerica s Schools

• http://content.usatoday.com/news/nation/environment/smokestack/index

• Used EPA model to track path of industrial pollution and mapped the locations of almost 128,000 schools to determine the locations of toxic chemicals outsidethe locations of toxic chemicals outside.

Community Impacts on SchoolHurley Elementary, Hurley, NM Train Tracks

Impacts• Railroad Tracks – noise and fumesRailroad Tracks noise and fumes• Poverty• Area Air Quality

• National Rank of 67th percentile (85,947 of 127,809 schools have worse air.)• Sulfuric acid most responsible for toxicity outside this school.• Chino Mines Co., Hurley, New Mexico• Phelps Dodge Tyrone Inc., Tyrone, New Mexico

Community Impacts on SchoolBaca/Dlo'ay azhi Community School, Prewitt, NM

Bar

Baca

ImpactsImpacts• Proximity to bar• Area Air Quality

• National Rank of 59th percentile (75,175 of 127,809 schools have worse air.• Manganese and manganese compounds (50%) and cobalt and cobalt

compounds (46%) most responsible for the toxicity outside this school• Tri‐State Generation & Transmission ‐ Escalante St, Prewitt, New Mexico

Community Impacts on SchoolWoodlawn Elementary, Lawrence, KS Train Tracks

ICL PlantICL Plant

Impacts• Train Tracks – not the

same issue as at Hurleysame issue as at Hurley for sound/fumes, but a walkability issue.

• Area Air Qualityh• National Rank of 47th percentile (59,823 of 127,809 schools have worse air)

• Manganese compounds (38%), Sulfuric acid (35%) and Lead/lead compounds (16%)• Lawrence Energy Center, Lawrence, Kansas• Schlumberger Technology Corp Lawrence Product Center, Lawrence, KansasSchlumberger Technology Corp Lawrence Product Center, Lawrence, Kansas• Griffin Wheel Co Kansas City Plant, Kansas City, Kansas• Nearman Creek Power Station, Kansas City, Kansas

Transportation / WalkabilityBaca/Dlo'ay azhi Community School, Prewitt, NM

• Long Bus Rides – Pros/Cons• Long Teacher / Staff Commutes

Transportation / WalkabilityLindsey‐Steiner Elementary School, Portales, NM

Transportation / WalkabilityEdward Gonzales Elementary School, Albuquerque, NM

School / CommunityNew York Elementary, Lawrence, KS

School / CommunityLangston Hughes Elementary, Lawrence, KS

School / CommunityCompare / Contrast

New York• Current Enrollment: 174 students

Langston Hughes• Current Enrollment: 475 students• Current Enrollment: 174 students

• 77.05% low SES• 1.64% ELL• 12.57% Disabilities

• Current Enrollment: 475 students• 12.10% low SES• 5.40% ELL• 6.05% Disabilities

• 0.23 miles from downtown• Embedded in an established neighborhood• Approx. Weighted Avg. Facility Age: 50 yrs

N ti l R k f 49th til (62 218 f

• 1.15 miles to nearest retail/grocery• Edge of newer neighborhood• Approx. Weighted Avg. Facility Age: 13 yrs

N ti l R k OF 73rd til (93 621 f• National Rank of 49th percentile (62,218 of 127,809 schools have worse air); polluters:• Lawrence Energy Center, Lawrence,

Kansas

• National Rank OF 73rd percentile (93,621 of 127,809 schools have worse air)• Lawrence Energy Center, Lawrence,

Kansas• Schlumberger Technology Corp

Lawrence Product Center, Lawrence, Kansas

• Griffin Wheel Co Kansas City Plant,

• Schlumberger Technology Corp Lawrence Product Center, Lawrence, Kansas

Kansas City, Kansas• Nearman Creek Power Station, Kansas

City, Kansas

Facility / Site ImpactsGeneral Impacts

• A study of Chicago and Washington, DC schools found that better school facilities can add 3 to 4 percentage points to a school’s standardized test scores,facilities can add 3 to 4 percentage points to a school s standardized test scores, even after controlling for demographic factors.

Schneider, Mark. “Public School Facilities and Teaching: Washington, DC and Chicago,” November 2002. A Report Prepared for the Neighborhood Capital B d t G (NCBG) A il bl t htt // b / / 111302 htBudget Group (NCBG). Available at: http://www.ncbg.org/press/press111302.htm.

• Based on actual improvements in design in green schools and based on a very substantial data set on productivity and test performance of healthier, more

Kats, G. 2006 Greening America’s Schools: Costs and Benefits. Capital E. www.cap‐e com

p y p ,comfortable study and learning environments, a 3‐5% improvement in learning ability and test scores in green schools appears reasonable and conservative.

e.com.

Interior EnvironmentAcousticsJulian Treasure: Why architects need to use their ears• http://www.ted.com/talks/julian_treasure_why_architects_need_to_use_their_ears.h

tml

Interior EnvironmentAcousticsAmerican National Standards Institute (ANSI) S12.60‐2002, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools standard• The American Speech‐Language‐Hearing Association (ASHA) endorses the endorses the

ANSI standard and recommends the following criteria for classroom acoustics:• Unoccupied classroom levels must not exceed 35 dBA• The signal‐to‐noise ratio (the difference between the teacher's voice and theThe signal to noise ratio (the difference between the teacher s voice and the

background noise) should be at least +15 dB at the child's ears.• Unoccupied classroom reverberation must not surpass 0.6 seconds in smaller

classrooms or 0.7 seconds in larger rooms.

You can access the standard at the following (2) websites:• http://www.asha.org/public/hearing/American‐National‐Standard‐on‐Classroom‐Acoustics/• http://acousticalsociety.org/about_acoustics/acoustics_of_classrooms

Impacts• Intelligibility, understanding and learning• Focus and concentration

S• Stress • Voice strain• Privacy

Interior EnvironmentAcoustics

V. Sue Cleveland High School, Rio Rancho, NM2010 CEFPI James D. MacConnell Award Finalist

g

BUILDING DATABUILDING DATA418,000 s.f.2,350 Students$120 M Construction$$11.5M FF&E + Tech7 Academies

Interior EnvironmentAcoustics V. Sue Cleveland High School, Rio Rancho, NM

/ANSI/ASA S12.60‐2010 Sound Measurements

Analysis: ANSI/ASA S12.60‐2010 PERMITS GREATEST WEIGHTED SOUND LEVEL OF 35 DB FOR CORE LEARNING SPACES LESS

THAN 10,000 GSF AND 40 DB FOR CORE LEARNING SPACES GREATER THAN 10,000 GSF . THE LARGE CORE LEARNING AREAS

ARE SUBSTANTIALLY OVER THE PERMITTED TOLERANCES, AND THE HVAC IS SPECIFICALLY SCHEDULED “OFF” WHEN THESE

CLASSROOMS ARE OCCUPIED.


High ceiling spaces without lay‐in ceilings• Described as noisy, with decreased audibility• Supported by instantaneous sound level measurements• Some of these spaces set to “unoccupied” in BAS system during class periods to minimize distracting

inoise• But data loggers demonstrated that this could result in a less thermally comfortable space

• These spaces may require:• These spaces may require:• Addition of sound absorbing surfaces• T&B• Duct acoustic liners or other HVAC sound controlDuct acoustic liners or other HVAC sound control methods

V. Sue Cleveland High School, Rio Rancho, NM


7.00

Q19: Average Intelligibility Rating

5.36 5.365.17

5.365.17 5.17

6.00

7.00

4.75

3.864.00

5.00

Mean

2.00

3.00

1.00Cordley Hillcrest Kennedy New York Pinckney Sunset Hill Group 1 Langston

Hughes

Lawrence, KS School District

Interior EnvironmentAcoustics & Spatial Restrictions

Survey Quotes:• Kennedy (Early Childhood Special Ed): “There are four of us sharing ‘office’ space which we make phone calls and also connected to a therapy space ‐‐ it can be very overwhelming at times and difficult to concentrate on all of the paperwork that we are required to do.”required to do.

• New York (Resource Room): “I share a resource room and at times we have four different groups being taught in this space. It gets distracting for all students and staff at times like this.”


Interior EnvironmentAcoustics & Spatial Restrictions

22

2

2

2

2

# Approximate location of small group activities plus the # of t d t d i th

1

2

2

23

Sunset Hill 5th Grade Classroom

students engaged in those activities.

Sunset Hill 5 Grade Classroom• This 5th grade classroom has 28 desks; at the time of the observations there were 25 students present. This classroom provides an example of the crowding that occurs in the district’s elementary schools, particularly the upper grades.

• The desks end up taking up the vast majority of the floor area and t makes it difficult to find enough space to work in small groups (and still maintain some level of separation between the small groups).

• Exacerbates noise and thermal comfort issues, negatively impacting focus/concentration.


Interior EnvironmentIndoor Air Quality (IAQ)

• Schools with high IAQ total scores and a high Healthy Greenness School Index (GSI) were more likely to have high student attendance rates (36% and 22% respectively).

• Schools with well maintained air filters were also 42% more likely to have good 4th grade academic performance.

Lin, S., C. Kielb, A. Orsini & N. Muscatiello The Evaluation of Green School Building Attributes and Their Effect on the Health and Performance of Students and Teachers in New York State. Final Project Report ‐ Proposal Number: #147 funded by the US Green Building Council. http://www.usgbc.org/ShowFile.aspx?DocumentID=8627.http://www.usgbc.org/ShowFile.aspx?DocumentID 8627.

Illi i H lth S h l C i “A tl Si D ’t M tt T Illi i S h l

• An analysis of two school districts in Illinois found that student attendance rose by 5% after incorporating cost effective indoor air quality improvements.

Illinois Healthy Schools Campaign, “Apparently Size Doesn’t Matter: Two Illinois School Districts Show Successful IAQ Management.” School Health Watch, Summer 2003. http://healthyschoolscampaign.org/news/newsletter/2003‐summer_HSC‐newsletter.pdf. Also see: US Environmental Protection Agency. “IAQ Tools for Schools,” December 2000 (Second Edition). Available at: http://www.epa.gov/iaq/schools/.

Interior EnvironmentIndoor Air Quality (IAQ)

Landscaping Impacts IAQ

Increased Cleaning & Poorer IAQ

VE/Defer Landscaping


Interior EnvironmentIndoor Air Quality

7 00

Q 17: Average Air Quality Rating

5.25

6.00

7.00

3.75 3.72 3.76

4.674.43 4.43

3.974.00

5.00

Mean

2.00

3.00


Hughes



ASHRAE Design Standard for Schoolsg

• CO2 maximum of 1,000 ppm, and not exceeding the outdoor concentration by more than about 650 ppm when the exterior outdoor CO2 concentration is 380 ppm.

• Based on studies linking CO2 levels above these limits to drowsiness, lethargy, poor concentration, respiratory ailments, headaches, and other negative health impacts.

• These negative impacts are not necessarily a direct result of the CO2 levels found indoors (typically less than 5000 ppm), but the higher pollution rates in general that occur as a result of not having enough outside air, or adequate ventilation.

• ASHRAE ventilation requirements are intended to provide enough fresh air to dilute interior pollutants and the CO2 levels end up being a good way to measure if youinterior pollutants, and the CO2 levels end up being a good way to measure if you have adequate ventilation inside your buildings.



4,000 4,000

2,000

3,000

O2

PPM

2,000

3,000

O2

PPM

1,000

CO

1,000

CO

0 0

Kennedy Langston Hughes

Interior Environments

• Activity Levels

Temperature / RH / Thermal Comfort

Activity Levels• Clothing InsulativeProperties

• Air Temperature • Air Movement / Velocit• Mean Radiant

Temperature

Velocity• Relative Humidity

Interior EnvironmentsTemperature / RH / Thermal ComfortLimitations

• ASHRAE Standard 55 2004 and the ISO 7730 Standard for Moderate• ASHRAE Standard 55‐2004 and the ISO 7730 Standard for Moderate Thermal Environments are based on experimental studies of adults, not children.

• New ‘adaptive’ models of thermal comfort have not been incorporated• New adaptive models of thermal comfort have not been incorporated into school HVAC systems standards. Student metabolic rates vary as they move between rooms or activities.

• HVAC system design focuses almost exclusively on the thermal and• HVAC system design focuses almost exclusively on the thermal and humidity specifications as directed by building codes. Internal mixing, air velocities, and vertical temperature gradients are rarely addressed.

Committee to Review and Assess the Health andCommittee to Review and Assess the Health and Productivity Benefits of Green Schools (National Research Council, 2006:65‐66)

Interior EnvironmentsPersonal ControlI d t t i t l t l h b f d t

Temperature / RH / Thermal Comfort

Increased tenant environmental control have been found to provide average measured workforce productivity gains of:

• 7.1% with lighting control7.1% with lighting control • 1.8% with ventilation control• 1.2% with thermal control

Kats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003. The Costs and Financial Benefits of Green Building: A Report to California’s Sustainable Building Task Force.

Interior EnvironmentsTemperature / RH / Thermal ComfortV. Sue Cleveland High School Survey Responses• Teachers, Staff and Administrators: Spaces are only thermallyTeachers, Staff and Administrators: Spaces are only thermally acceptable (ASHRAE definition) during the fall (ranges from 66% ‐ 75% for other three seasons)

• Students: Not thermally acceptable during any season (ranges fromStudents: Not thermally acceptable during any season (ranges from 32% ‐ 51% for all four seasons).

Interior EnvironmentsTemperature / RH / Thermal Comfort

V. Sue Cleveland Benefits of Personal Control

• Surveys focus groups and interviews: Expressed strong• Surveys, focus groups and interviews: Expressed strong appreciation of and desire for local temperature control .

• Productivity increases with increasing personal control over temperat re and entilationtemperature and ventilation.

• Having control mitigates some of the negative perceptions associated with non‐optimal HVAC system performance

• “being able to monitor my own classroom temperature … is GREAT!!!”


V. Sue Cleveland Correlation Between Temperature Control and Thermal Comfort RatingsThermal Comfort Ratings

• Spearman’s Rho test: found a positive correlation between adult temperature control effectiveness ratings and their thermal comfort ratingscomfort ratings.

• Contributing factor for the more positive adult thermal comfort ratings.


Clothing Variabilityg y


Clothing Variability Signage

Computers

T‐Shirt Logos

Flat

Messages using images, graphics, text, student

/ Screensgenerated videos displaying / promoting desired behavior

Spread using existing school

Smart Phones

Spread using existing schoolmeans or others – be creative and relevant to your audience


Q 13: Average Thermal Comfort Rating

6.00

7.00

3.753.93 3.95 3.92

4.804.57

4.074.00

5.00

M3.17

2.00

3.00

Mean


Hughes


Pinckney ClassroomSunset Hill ClassroomNew York Classroom

Closure of Blinds: Frequently observed that blinds were closed in the down position, allowing heat

New York Classroom New York Classroom

gain to still occur in the occupied zone as well as creating a source of horizontal band glare (direct and reflected). Closing blinds in the up position minimizes this as well as throws additional light up and into the space (if blinds not completely closed). District should consider an education initiative to change how people close their blinds.


Clothing Layering• Layering of clothing is a district‐wide approach. • Students from low SES families own less clothing limiting their ability to layer New York has clothing• Students from low SES families own less clothing, limiting their ability to layer. New York has clothing

available for these students to use. • Source of inequity between those schools with high percentages of low SES families and those without:

• Kennedy Survey Comment: “When students have to wear jackets/sweaters etc., many students only have one coat That is it They can't or don't bring layers It is hard to teach in a cold classroom withhave one coat. That is it. They can t or don t bring layers. It is hard to teach in a cold classroom with students in coats.”

• Langston Hughes Survey Comment: Related comment that they have to call parents to bring additional layers – something that many parents at the east schools can’t do.

Pinckney Clothing Observed: 8/27/2012Cordley Clothing Observed: 9/14/2012

Interior EnvironmentsLighting / Views

Compared to little or no daylighting, classrooms with appropriate daylighting may increase the rate of student learning by:student learning by:• 20% in math• 26% in reading

Heschong Mahone Group. 1999. Daylighting in Schools: An Investigation into the Relationship Between Daylight and Human Performance. Report submitted to Pacific Gas and Electric. http://www.h‐m‐g.com.


Communication, Education & Buy‐In

Edward Gonzales Elementary School Classroom

Edward Gonzales Elementary School, Albuquerque, NM


Edward Gonzales: Window Size/Placement: Impact on Performance and Social Conflicts

Interior EnvironmentsV. Sue Cleveland High School, Rio Rancho, NM• Lack of Adequate Daylighting Control

Lighting / Views

• Lack of Adequate Daylighting Control• South Facing Windows and Some East/West Windows: Shades with relatively high openness valuevalue.

• Remaining Windows: No shades, curtains or blinds• No Other Means of Daylight Control



Lighting / Views

Survey QuestionPercentage of TeacherResponses

Reflected images of the windows/skylights appear on my work f d/ h b d/ h b d/ h lksurface, PC monitor, and/or on the smart board/white board/chalk

board. 49%Windows/skylights create glare in my field of vision as I work. 37%Direct sunlight falls on my work surface, PC monitor, and/or on the

b d/ hi b d/ h lk b d hi i d kismart board/white board/chalk board, washing it out and making it difficult to see what I’m working on. 47%

Top three reasons for closing blinds/shades (or covering windows i h f h i h bli d / h d )

Percentageof

with paper for those without blinds/shades)o

ResponsesDirect sunlight falling on my work surface, PC monitor, and/or on the smart board/white board/chalk board 42%Reflection of the windows on my work surface, PC monitor, and/or y , , /on the smart board/white board/chalk board 24%

Distracting Views 22%


V. Sue Cleveland High School, Rio Rancho, NME i d i i i f l k f d

Lighting / Views

• Estimated quantitative impacts from lack of adequate daylighting control

Estimated Teacher/Staff Annual Productivity Delta Due to Lack of Adequate DaylightingControl ‐$169 457Control ‐$169,457Estimated Impact of Glare on Student Math Scores ‐1.50%

Estimated Impact of Glare on Student Reading Scores ‐‐0.91%


Lawrence, KS School District – Available Daylight

Lighting / Views

Deerfield, Broken Arrow Cordley, Hillcrest, Kennedy, New York, Hillcrest, Sunset Hill, S h l W dl

Langston Hughes, P i i P k Q il R Schwegler, WoodlawnPrairie Park, Quail Run, Sunflower

Potential 20% delta in math scoresPotential 26% delta in reading scores

Interior EnvironmentsFood Environment

Some Important Factors Associated w/ Lunch (and Breakfast to a Lesser Extent)

• School provided meals (and weekend assistance programs) often provide a• School provided meals (and weekend assistance programs) often provide a significant portion of low SES student nutritional needs.

• Breakfast and lunch are important for keeping kids fueled (mentally and physically) for the school day.physically) for the school day.

• Provide time to eat calmly instead of inhaling food. Avoid diverting additional blood from the brain and potentially making students drowsier after lunch (though many variables are at play here – see Kanarek 1997 and Smith & Maben 1992).

• The social/cultural importance of, or “ritual” associated with, meals (part of our social “glue”) vs. the limited time, highly structured/scheduled nature of most h l l hschool lunches.

Kanarek, R. (1997) Psychological Effects of Snacks and Altered Meal Frequency. British Journal of Nutrition 77, Suppl. 1:S105‐S120.

Smith, A. and A. Maben (1992) Effects of Sleep Deprivation, Lunch, and Personality on Performance, Mood, and Cardiovascular Function. Physiology & Behavior 54:967‐972.

Interior EnvironmentsFood Environment ‐ Gymacafetorium Issues

Sunset Hill Gym as Cafeteria• Smallest “cafeteria” out of the (6) Group 1 schools; completely filled with tables and serving line during ( ) p ; p y g glunch; tables must be stored in closet space outside the gym.

• Cramped quarters in general typically result in greater sound levels, though the staging of students is such that (1) row of tables during each wave is mostly empty; this combined with the music generally keeps the sound levels as low, if not lower than the other (6) Group 1 schools.

• Some of the adults wear earplugs during lunch, and I was offered some to wear. Though Sunset Hill wasn’t the loudest of the (6) schools, at least on the days I visited. Kennedy was probably the loudest. This raises the question – if the adults think they need earplugs, then are the students at risk to hearing damage or additional psychological stress from the noise?


Kennedy Cafeteria as CafeteriaH i f i f h li• Having a separate cafeteria from the gym relieves general stress relative to scheduling compared to schools with gymacafeterias and gymacafetoriums.

• (15) round tables + (2) rectangular tables – round tables are used first and was told that they are moretables are used first and was told that they are more popular with the students.

Round Tables Vs. Rectangular TablesR d T bl P E i t i t t ith ll f th t th t bl d f l ’• Round Table Pros: Easier to interact with all of those at the table and you feel you’re eating with a smaller group.

• Round Table Cons: Takes up more space, therefore more difficult to use in the smaller cafeterias and gymacafetoriums; because they potentially encourage interaction more than rectangular tables, may add to the noise level and make it more difficult for students to focus on eating their lunch; this is exacerbated by short time available to eat.


8.00

Total Lunch Period / No. of Sections0.40

Total Lunch Period / No. of Students

3.00

4.00

5.00

6.00

7.00 Cordley

Hillcrest

Kennedy

New York

Pinckney 0.15

0.20

0.25

0.30

0.35 Cordley

Hillcrest

Kennedy

New York

Pinckney

0.00

1.00

2.00 Sunset Hill

Broken Arrow

Deerfield

Quail Run

Schwegler

0.00

0.05

0.10 Sunset Hill

Broken Arrow

Deerfield

Quail Run

Schwegler

2 50E‐03

3.00E‐03

3.50E‐03

Total Lunch Period / School Sq. Ft.

Cordley

Hillcrest

5 00E 04

1.00E‐03

1.50E‐03

2.00E‐03

2.50E 03Kennedy

New York

Pinckney

Sunset Hill

Broken Arrow

0.00E+00

5.00E‐04Deerfield

Quail Run

Schwegler

Sunflower


Some of the gyms can get loud during lunch, though most schools take measures to deal with that with varying success levels Use of music seemed to have the greatest impact particularlythat with varying success levels. Use of music seemed to have the greatest impact, particularly the way it was done at Sunset Hill.

• Pinckney: Hand bell to ring to get everyone to quiet down (as well as mark points along lunch timeline).Hill t ?• Hillcrest: ?

• Kennedy: Turned one bank of lights off/on and raised hands to signal students to quiet down, though volume quickly ratcheted back up; principal eventually did a quick ring of the alarm to quiet students.

• Sunset Hill: Played music (light jazz), but not constantly. Played at least once during each “wave” of students to help provide them a few minutes of “down time” to focus on eating (no talking); seemed pretty effective at keeping the students quiet during that time –probably the most effective method among the (6) schools observed. However even here a large amount of food is wasted.

• New York: ?• Cordley: Played music (piano “elevator” music) constantly.; seemed less effective than

Sunset Hill, but more effective than other schools.Sunset Hill, but more effective than other schools.

Exterior EnvironmentPlaygrounds – Lindsey Steiner Elementary, Portales, NM

Playground Considerations• Proper landscaping • Minimum #/types of equipment• Larger open areas for running playing• Larger open areas for running, playing

ball/sports and generally blowing off steam• Shaded areas• Exterior drinking fountains• Separate younger/older playgroundsNA• Separate younger/older playgrounds NA

Exterior EnvironmentPlaygrounds – Hurley Elementary, Hurley, NM

Playground Considerations• Proper landscaping • Minimum #/types of equipment• Larger open areas for running, playingLarger open areas for running, playing

ball/sports and generally blowing off steam• Shaded areas• Exterior drinking fountains• Separate younger/older playgroundsSeparate younger/older playgrounds

According to the secretary, students are in daily with bumps, bruises, cuts, stickers, etc.

Exterior EnvironmentPlaygrounds – Edward Gonzales Elementary, Albuquerque, NM

Playground Considerations• Proper landscaping • Minimum #/types of equipment

L f i l i• Larger open areas for running, playing ball/sports and generally blowing off steam

• Shaded areas• Exterior drinking fountains

S / ld l d• Separate younger/older playgrounds

More than 200 injuries significant enough to report to the Nurse’s office are logged every month, and School Nurses estimate 90% of injuries are playground‐related.

Exterior EnvironmentPlaygrounds – Hillcrest Elementary, Lawrence, KS

Playground Considerations• Proper landscaping • Minimum #/types of equipment• Larger open areas for running playing• Larger open areas for running, playing

ball/sports and generally blowing off steam• Shaded areas• Exterior drinking fountains• Separate younger/older playgrounds• Separate younger/older playgrounds

Maintenance costs associated with elaborate playgrounds

ReferencesAmerican National Standards Institute (ANSI) S12.60‐2002, Acoustical Performance Criteria,

Design Requirements and Guidelines for Schools standard http://www.asha.org/public/hearing/American‐National‐Standard‐on‐Classroom‐Acoustics/http://acousticalsociety org/about acoustics/acoustics of classroomshttp://acousticalsociety.org/about_acoustics/acoustics_of_classrooms

Committee to Review and Assess the Health and Productivity Benefits of Green Schools (National Research Council, 2006:65‐66).

Heschong Mahone Group. 1999. Daylighting in Schools: An Investigation into the Relationship Between Daylight and Human Performance. Report submitted to Pacific Gas and Electric. http://www.h‐m‐g.com.

Illinois Healthy Schools Campaign, “Apparently Size Doesn’t Matter: Two Illinois School Districts Show Successful IAQ Management ” School Health Watch Summer 2003Show Successful IAQ Management. School Health Watch, Summer 2003. http://healthyschoolscampaign.org/news/newsletter/2003‐summer_HSC‐newsletter.pdf. Also see: US Environmental Protection Agency. “IAQ Tools for Schools,” December 2000 (Second Edition). Available at: http://www.epa.gov/iaq/schools/.

K k R (1997) P h l i l Eff t f S k d Alt d M l F B iti h J lKanarek, R. (1997) Psychological Effects of Snacks and Altered Meal Frequency. British Journal of Nutrition 77, Suppl. 1:S105‐S120.

Kats, G. 2006 Greening America’s Schools: Costs and Benefits. Capital E. www.cap‐e.com.

Kats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003. The Costs and FinancialKats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003. The Costs and Financial Benefits of Green Building: A Report to California’s Sustainable Building Task Force.

ReferencesLin, S., C. Kielb, A. Orsini & N. Muscatiello The Evaluation of Green School Building Attributes

and Their Effect on the Health and Performance of Students and Teachers in New York State. Final Project Report ‐ Proposal Number: #147 funded by the US Green Building Council. http://www usgbc org/ShowFile aspx?DocumentID=8627http://www.usgbc.org/ShowFile.aspx?DocumentID=8627.

Schneider, Mark. “Public School Facilities and Teaching: Washington, DC and Chicago,” November 2002. A Report Prepared for the Neighborhood Capital Budget Group (NCBG). Available at: http://www.ncbg.org/press/press111302.htm.

Smith, A. and A. Maben (1992) Effects of Sleep Deprivation, Lunch, and Personality on Performance, Mood, and Cardiovascular Function. Physiology & Behavior 54:967‐972

Treasure, J. Why architects need to use their ears. TED Talk http://www ted com/talks/julian treasure why architects need to use their ears htmlhttp://www.ted.com/talks/julian_treasure_why_architects_need_to_use_their_ears.html

USA Today Special Report: The Smokestack Effect ‐ Toxicity and America’s Schools http://content.usatoday.com/news/nation/environment/smokestack/index

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Healthy Schools Lecture