USERNAMEPASSWORD
Home » CHPS Resources

Criteria Interpretation Library

Available Interpretations
Click on the category or credit to jump to the interpretation.

Want to request a CCI? Use the CHPS Criteria Interpretation request form.

Indoor Environmental Quality Category

Energy (Efficiency) Category

Climate Change Category

Water (Efficiency) Category

Leadership, Education and Innovation Category

Site Category

Materials Category


Indoor Environmental Quality Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
EQ1.1: Daylighting High Performance Relocatable Classrooms for the CHPS Prefab Program Background and request for interpretation The goal of this credit is to improve student productivity through quality daylighting and electric lighting design, and provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building. Designs qualify as a daylit classroom by reducing direct sun, preventing sun penetration in skylights, using photocontrols and locating diffusing glazing properly. Should the daylight analysis follow whichever climate zone and orientation is selected for EE1.0/EE1.1, i.e. if California's Division of the State Architect says pick the worst of the 36 permutations, is what we need to go with for the MFR daylight credit (with the option to update with a site-specific analysis once a client and site are chosen)?

Interpretation: Due to the specific design and orientation requirements needed to properly daylight a building, optimal orientation may be assumed for purposes of this credit. The final siting orientation will need to be investigated after the unit is purchased and sited if the client would like to pursue full CHPS Verified status for the building. At that time, if the building is not sited according to the optimal placement criteria used in the approved day-lighting model the daylight model must be re-run with the accurate siting orientation, or field tested to document compliance.
EQ1.1: Daylighting 2006 CA-CHPS Background and request for interpretation The goal of this credit is to improve student productivity through quality daylighting and electric lighting design, and provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building. Designs qualify as a daylit classroom by reducing direct sun, preventing sun penetration in skylights, using photocontrols and locating diffusing glazing properly. A project's classrooms were designed with manual dimmable switches. In order to achieve general illumination and AV mode the lighting can be adjusted to the user’s preference. Additionally the lights have a/b switching for the general lighting (a) and teaching wall lighting (b). If this dimmable configuration is acceptable, how is this normally input for verifiable photometrics since there is a range of lighting levels?

Interpretation: Even though the Title 24 2008 daylight requirements are a little different than the 2005 requirements, you can still follow 5.2.1.5 (J) of California's Nonresidential Compliance Manual (PDF). Keep in mind that daylighting is dynamic. There will be times when, even with the electric lighting turned completely off, the daylight areas will be brighter than the designed lighting levels. Other times, the electric lighting will be partially dimmed so that adding the daylighting plus the electric lighting together you will likely have higher than designed lighting levels. If the dimmers are manual, then they can be adjusted real-time to desire of the occupants. In this case, there would never be any question about the appropriateness of the dimming level to daylight availability.
IEQP15: View Windows 2006 CA-CHPS Background and request for interpretation: Administrative spaces are included in the list of spaces that must be counted for view window calculations. Do coaches' or custodians' offices in a school count as administrative spaces?

Interpretation: [NOTE: This was not submitted as a formal CCI, but is included here for reference and clarity.]The intent of the prerequisite is to address spaces where students and staff spend significant amounts of time. To quote the CA-CHPS criteria, upon which the MA-CHPS criteria was originally based, “View windows are essential to areas where students and staff will be working for extended periods of time.” It seems an oversight that this language was not included in the 2006 MA Criteria, as it does exist in the 2009 update. As such, spaces such as coaches' or custodians' offices, may not be considered administrative spaces only if it can be reasonably expected that those users at the specific school will not spend much of their day there. Any space occupied for a significant portion of the day, such as guidance counselor offices, must still be included.
EQ2.0: HVAC and Construction IEQ Minimum Requirements All Criteria Editions Background and request for interpretation: The prerequisite asks the team to provide site drawings showing a 50ft. diameter spherical circle (25ft. radius) and elevations for each air intake showing that there are no significant anticipated pollutant sources within the circle, clearly identify on the drawings hazardous and noxious contaminant pollutant sources located in the vicinity of each of the intakes, and indicate the horizontal and vertical distances of the air intake to the nearest edge of any street, driveway, parking lot or contaminant source to ensure that all intake openings are located at least 25 feet horizontal distance and 2 feet below (for point sources) the identified pollutant sources. The project has an Energy recovery unit, which uses classrooms' exhaust for tempering required outside air of A/C units. The restroom has separate exhaust (not mixed with ERV exhaust). Is the exhaust of ERV (energy recovery unit) considered a contaminated source, which has to be 25’ away from intake, or it is an exception?

Interpretation: Since the Energy Recovery Ventilator is using return air, and return air is normally recirculated when mixing with fresh outside air, the ERV exhaust is not considered a contaminant source and does not need to meet the 25' separation requirement.
EQ2.0: HVAC and Construction IEQ Minimum Requirements All Criteria Editions Background and request for interpretation: Background is the same as above. Per International Mechanical code where water-heater flue pipes are within 10’ away from intake air, flue pipes shall be raised up minimum 3’ above the intake air. In our case, when flue is within 25’ not closer than 10’; can it be raised up 3’?

Interpretation:The flue piping is considered a contaminant source, and since it contains combustion gases, it is required to meet the 25' separation.
EQ2.0: HVAC and Construction IEQ Minimum Requirements All Criteria Editions Background and request for interpretation: Background is the same as above. This school is almost at the end of its construction. There are a couple of the plumbing vents are within 25 feet of intake air openings on roof. per International Mechanical code the contaminated source can be raised up 2 feet above the intake air. Is it acceptable for CHPS to do the same and raise the contaminated source 2’ above the intake air? The CHPS manual is not clear at this part.

Interpretation:In the locations where the plumbing vents are closer than 25 feet to the air intake, the vents may be raised 2 feet above the air intake location, as long as it is at least 10 feet away horizontally from the nearest edge of the intake to the nearest edge of the plumbing vent.
EQ2.0A.P2: Building Flush-out Edition Background and request for interpretation: Flushing out the building with 100% outside air will help remove indoor pollutants prior to occupancy. After construction ends, and with all interior finishes installed, flush-out the building by supplying continuous 24 hour ventilation with all air handling unit dampers at their maximum outdoor air position and all supply fans at their maximum position and maximum rate for at least 14 days while maintaining an internal temperature at the most energy efficient temperature above 60°F, and relative humidity no higher than 60%. For the case where a potential CHPS project has fallen behind schedule and may be unable to complete all of the 14 day flush out prior to planned school occupancy date, the school may alternatively conduct the flush-out while the building is occupied provided all of the included measures to protect building occupants are taken (see the 2009 CA-CHPS Criteria for the complete list). Should items 2-4 under the alternative approach be performed even if the requirements in item 1 are met? If utilizing the alternative flush-out method, do the systems have to be run 24 hours a day for 14 days (during occupied hours)?

Interpretation: If a project has fallen behind and can not meet the 14-day flush out period before occupancy, the project may opt to use the alternative method. If a certified Industrial Hygientist is hired, and the project meets requirements a-g under item 1, then items 2-4 do not need to be performed (the building does not need to be flushed out if the testing shows no contamination). If the project elects not to hire an Industrial Hygienist, or all of the conditions in requirements a-g are not met, then the project must comply with items 2-4 of the alternative compliance method. The project may elect to run the systems during non-occupied hours as long as the building is flushed-out for 336 continuous hours over a course of no more than 28 days.
IEQ 2.1: Low Emitting Materials 2006 MA-CHPS Background and request for interpretation: Design teams must specify materials that have been tested and certified for low emissions of volatile organic compounds (VOC's). The project specification calls for a water-based finish for wood athletic flooring, which is the only product on the market to our knowledge that is Greenguard certified. The flooring installer for this project raised concern about failures with this product in several recent New England schools, including a project we are familiar with. The problem seems to be that water in the finish does not fully evaporate, even with the addition of temporary ventilation to the space. This water exacerbates the seasonal contraction and expansion of the wood flooring. This causes gaps to form between planks which are unacceptably wide. The installer recommends using a solvent based finish instead, which does not exhibit this problem and which is more durable. Would it be acceptable to substitute a LEED-compliant (275 g/L or less) product without jeopardizing IEQ2.1?

Interpretation:Products used for compliance with IEQ2.1 must meet the test requirements outlined in the criteria. Alternate compliance paths will not be accepted where compliant products exist.
IEQC2.3: High Efficiency Filters 2006 MA-CHPS Background and request for interpretation: The team should design the HVAC system with particle arrestance filtration rated at Minimum Efficiency Reporting Value (MERV) of 13 in all mechanical ventilation systems and install new filters immediately prior to occupancy. Does the requirement for MERV 13 filters only applies to filtration of outside air entering the building, or would it also apply to recirculated air within the building? The project has a building with outside air provided by a ducted system from rooftop units. The outside air from those units WILL be MERV 13 filtered. However, once that air reaches the distribution points, it is put through and then recirculated through a Fan Coil Unit, whcih is similar to a unit ventilator, in that it heats the room air and circulates it, but it does not get any outdoor air directly from the outside. These FCU's do not allow for MERV 13 filters (or if they do allow for them, they cause them to run inefficiently). Since the air is already filtered to MERV 13 before it enters the building, what is MA-CHPS's position on this question?

Interpretation:The requirement for MERV 13 filters does not include the re-circulation of indoor air once the outdoor air has already been filtered. The MERV 13 requirement applies only to equipment that brings outside air to occupied spaces. IEQP.13 provides further information on filtration requirements for unit ventilators.
EQ 2.4: Ducted Returns 2006 CA-CHPS Background and request for interpretation: Prevent dust and microbial growth issues associated with plenum returns. The project uses the above ceiling space of each classroom as a plenum; but each classroom is isolated from the rest and has an individual unit. Will this approach comply with the intent of the credit?

Interpretation: This approach does not comply with the intent of the credit. While this approach will eliminate cross contamination from other spaces, it does not address the issue of dust and microbial growth associated with plenum returns. The project must utilize fully ducted returns from the diffuser in the space back to the the air handling unit.
EQ.P3.4: Pollutant & Chemical Source Control 2009 MA-CHPS Background and request for interpretation: Air intake locations shall follow those specified in ASHRAE Standard 62.1-2007, 5. All intakes must be 6 feet above landscaped grade including soil, lawn, shrubs, or any plant life within 1.5 feet horizontally of intake. Exception: For projects where, locating an air intake within 25 feet of a contaminant source is unavoidable, such as a renovation project, the intake opening shall be a minimum of 2 feet below the contaminant source and 10 feet horizontally from the nearest edge of the air intake to the nearest edge of the contaminant source. Due to budget limitations, the existing or to be replaced Unit Ventilators (UV) will remain in its currenct location at the renovated school building. The UV's air intake at the First Floor is less than 6' above landscape grade. There are no contaminant source within 25' of the UV's air intake. Can the Design Team can by-pass the "air intake must be 6' above landscape grade" requirement and still meet the intent of the prerequisite EQ.P3.4?

Interpretation: The requirements of this prerequisite will not be waived for the project in question. Air quality has a direct correlation to the performance and health of building occupants, and is therefore a very important piece of the CHPS High Performance criteria for schools.
EQ P9: Minimum Acoustical Performance Edition Background and request for interpretation: Design teams must design classroom spaces to meet the reverberation time requirements of ANSI S12.60 and esign all walls, roof-celiing, and floor-ceiling assemblies separating classrooms and other core learning spaces to meet the STC requirements as defined in ANSI Standard S12.60-2002, except windows which must meet an STC rating of at least 35, and for enclosed core learning spaces the exterior windows many comprise no more than 25% of the area of the partition. For enclosed core learning spaces, interior windows may comprise nor more than 10% of the area of the demising partition. Design classrooms and other core learning spacesto meet an Leq of 45 dBA for HVAC system noise in an unoccupied classroom during normal hours of classroom operation, andfloor-ceiling assemblies over classrooms must meet Impact Insulation Class (IIC) of 50 or greater where occupied spaces is over a classroom.There is a major change in the 2009 version of MA CPS which is EQ. P9 Minimum Acoustical Performance. The exterior wall is only allowed to have 25% glazing and the interior partition can only have 10% glazing. In the past, we have always designed our walls to meet the STC by double glazing the interior glass or using an exterior glass with a higher STC rating. If we are limited to how much glass we can use then how do we meet other requirements such as views (especially for interior (core)spaces that need to look though perimeter spaces) and daylighting (how can we provide an even distribution of daylight if we are limited to the amount of glass that we can use)?

Interpretation: This prerequisite is designed to ensure appropriate acoustical environments are achieved in all projects. For projects that are pursuing Daylighting and Views credits, the glazing requirements may be waived with a report from an acoustical engineer confirming that the design of regularly occupied spaces meets the requirements for reverberation and dBA Leq as outlined in ANSI Standard S12.60.
EQ.P9.1: Minimum Acoustical Performance 2009 MA-CHPS Background and request for interpretation: For each classroom and core learning space,the project team must document that the reverberation time meets the requirements of ANSI S12.60. Calculations are to assume a fitted out and furnished but unoccupied classroom, and design all walls, roof-ceiling and floor-ceiling assemblies separating classrooms and other core learning spaces to meet the Sound Transmission Class (STC) requirements as defined in ANSI Standard S12.60-2002, except windows which must meet an STC rating of at least 35, and for enclosed core learning spaces the exterior windows may comprise no more that 25% of the area of the partition. For enclosed core learning spaces interior windows may comprise no more than 10% of the area of the demising partition. Classrooms and other core learning spaces should be designed to meet an Leq 45 dBA for HVAC system noise in an unoccupied classroom during normal hours of classroom operation, and floor-ceiling assemblies over classrooms must meet Impact Insulation Class (IIC) of 50 or greater where occupied space is over a classroom. There are multiple carpet and non-carpet strategies to achieving this performance level.The district supports a collaborative learning process which allows for teachers and students to share experiences to enhance the academic learning environment. The school has an existing building which reinforces this educational objective through the integration of barn doors between the classrooms. The barn doors are predominately left open between general classrooms to encourage interaction. The barn door feature, however, precludes the space from achieving the STC rating requirements between adjacent spaces indicated in EQ. P9- Minimum Acoustical Performance. The barn doors proposed for the project cannot achieve this acoustical performance. During building programming sessions, the community has stated that the barn doors are one of their highest educational objectives in order to support the visual and physical connection between spaces. There is a strong understanding that capitalizing on the resources of the adjacent classroom would enhance the educational experience. For the reasons stated above, we request this project be given relief from compliance with EQ P9 requirements.

Interpretation: The requirements of this prerequisite will not be waived for the project in question. It is understood that there are products in the marketplace that will achieve the requirements of the program while still meeting the CHPS criteria. Acoustical performance is a very important piece of the CHPS criteria and it is the opinion of CHPS that minimum acoustical performance may not be compromised.


Energy (Efficiency) Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
Credit EEC.3 - Renewable Energy 2006 MA-CHPS Background and request for interpretation: These credit gives points for on-site alternative energy sources for electricity production or heating/cooling. The table below shows the point levels corresponding to the percentage of energy cost savings supplied by alternative energy sources as compared to the total energy cost of the as-designed school, regulated loads only. With the roof area of the design, the team had originally aimed to reach the 1% goal for EC 3 to achieve (2) points to contribute to the total. Is it possible to get partial credit if 0.05% is provided in lieu of the full 1%?

Interpretation: The criteria was written to require a minimum of 1% renewable energy to achieve 2 points under this credit. Points will not be awarded for renewable energy production under the minimum level of 1%.


Climate Change Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
Credit CL1.1: Climate Change Action 2009 CA-CHPS, 2009 CO-CHPS, 2009 TX-CHPS, 2011 VA-CHPS Background and request for interpretation: Districts must commit to join a CHPS-Approved Climate Registry that uses GHG accounting methodologies. When a school pursues this credit and their board submits a Statement of Intent, what are they committing to? Are they providing the GHG information for the life of the building, or a specific length of time?

Interpretation: The project must commit to reporting GHG emission to a CHPS-approved Climate Registry that uses GHG accounting methodologies for a period of one year of full operation. Currently, the only CHPS-approved climate registry is “The Climate Registry”.


Water (Efficiency) Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
Prerequisite WE1.0: Create Water Use Budget 2009 CA-CHPS Background and request for interpretation: Design teams must develop a water budget for landscape (both non-recreational and recreational) and ornamental water use to conform to the local water efficient landscape ordinance. If no local ordinance is applicable, then the budget outlined by the California Department of Water Resources shall be used. According to the 2009 Edition CHPS Criteria, when building a new building on an existing campus, the scope of the Water Use Budget is determined by the scope of the project. The project is located on 2 acres at the southwest corner of an existing 39.72 acre high school campus. The site is currently an asphalt parking lot without any irrigation. A new irrigation system, independent from the campus' existing system, will be installed for the building. The project encompasses just 5% of the entire campus, so is the scope of the budget limited to the site?

Interpretation: The scope of the project will determine if the project needs to comply with this prerequisite. If an irrigation system is being installed, the water use budget will need to be calculated for the entire project site. If there is no irrigation being installed, then this prerequisite does not apply to the project, and can be eliminated from the scope.
WE3.1.2 - Water Management System 2009 CO-CHPS Background and request for interpretation: For this credit, the team shall install a Water Management System to monitor water use of all indoor and outdoor water uses. Water meters should have a pulsed output for automatic meter readings (AMR). Separate water meters (also called sub-meters) should monitor and report on water usage for the following: indoor water usage (except gyms with showers that should be monitored separately); gyms with showers; landscaping if irrigated; recreational fields if irrigated; swimming pool; and cooling towers. Can credit WE3.1.2 be claimed if all water uses are being metered, but the only uses are domestic water and irrigation? The domestic water is only bathrooms and a kitchen sink, which is basically a staff break room. There are no playing fields for the exterior irrigation.

Interpretation: Yes, the project may claim the credit since all water uses are being metered.


Leadership, Education and Innovation Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
LEI1.2.2 Integrated Design 2009 CA-CHPS Background and request for interpretation: The goal of this credit is to integrate high performance goals into district planning in early programming and in on-going decision-making to maximize system integration, and the associated efficiencies and benefits of high performance schools. Projects can achieve one point by including at least one CHPS Educated Professional. However, there is currently no CHPS Educated Professional Program available.


Interpretation:The CHPS Educated Professional credit is not available to projects, as there are no immediate plans to develop this program. Other accreditation programs such as LEED AP, NAHB Certified Green Professional and Build It Green's Certified Green Building Professional do not count towards this credit. Projects will not be able to achieve a point for LEI1.2.2.


Site Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
Credit SP2: Joint Use of Parks 2006 MA-CHPS Background and request for interpretation: The goal of this credit is to share parks or recreation space with local park boards or other organizations.Currently, the athletic fields at (Massachusetts HS) are open to community use on a fee basis subject to availability and filling out of a Use of Facilities Form. Sports equipment owned by the school is not accessible to the community. Is this use pattern consistent with the credit intent?

Interpretation: Any fees should be for actual overhead costs incurred like utilities, Facilities staff time, etc. These fees should not be used for generating income. The equipment use would be left to the discretion of the District but would follow similar considerations.
SC5.3: Exterior Light Pollution Reduction 2006 MA-CHPS Background and request for interpretation: Regarding the level/extent footcandles of light are allowed across a boundary of a public way: if the photometrics show that the light trespasses across the public street at vehicular access points to the site. Does this meet the requirements of the credit, or will the lighting at the access points need to be reworked?

Interpretation: If the trespass happens at points of vehicular access to the street, then the intent of the credit has been achieved.


Materials Category

Jump to top

Prerequisite or Credit Applicable Criteria Background and Interpretation
Credit MC3: Combined Materials Attributes 2006 MA-CHPS Background and request for interpretation: "Combined Attributes" is the term used to recognize the many facets of environmentally-friendly materials including recycled-content, salvaged, bio-based, and Forest Stewardship Council certified materials. The credit is designed to capture the value of environmentally friendly materials even if modest amounts or specified for the project.The template as structured compares products installed, excluding MEP items, to a total project cost that includes MEP items. This differs from the LEED approach to calculating materials credits, which is referenced in the credit description of the 2006 Criteria book. LEED excludes MEP from the baseline cost number. The total construction cost, pulled from the Registration tab at the beginning of the template set, is multiplied by 0.45 to estimate exclusion of labor costs from the total. There does not seem to be any factor used to estimate exclusion of MEP costs from that total. Is it appropriate to count MEP in the baseline cost for the MC3 credit? This greatly differs from the previous MA-CHPS and previous/current LEED materials accounting approach. The current edition of the template compares apples to oranges: the MA-CHPS guideline language for MC3 clearly indicates that it follows the LEED method, excluding MEP costs. However, the template applies only a single multiplier to the total cost, which is 0.45—the number used in LEED to exclude labor costs. MEP costs typically account for up to a third of the project cost; this portion does not appear to be accounted for in the current template, and obviously represents a substantial change to the percentages used to determine number of points achieved. Is this a simple omission in the template set-up?

Interpretation:The 2006 MA-CHPS templates include a .45 multiplier to remove "labor and installation" costs from the total project cost. The templates also include a weighting factor for each material type. The advisory committee created these multipliers specifically for each material type, and the labor and materials costs specific to Massachusetts. It was the intent of the committee that the multiplier factors would take all factors into consideration to make template use as simple as possible for design teams. The template links to the total project cost in the registration template and material costs without labor are entered into the templates. The templates will then calculate the value of said material. It is the opinion of the committee that this system fairly assesses the projects use of sustainable materials without the need for additional calculations by the team.
Credit ME5.1: Environmentally Preferrable Products 2009 CA-CHPS Background and request for interpretation: Interior finish materials must meet EQ2.2: Low Emitting Materials requirements to attain points under this credit. Salvaged materials are excluded. Additional points for each major product that is certified by a CHPS approved 3rd party auditor as an Environmentally Preferable Product (EPP) under a CHPS-approved EPP program. Additional points for each major product that is certified by one of the following mulit-attribute standards: NSF/ANSI 140 Platinum for Carpet and NSF/ANSI 140 Platinum for Carpet.The definition of “major” material is defined as those building products covering more than 50% of a building surface. For a project totalling 81,920 sf we were planning on using carpet tile which meets NSF/ANSI 140 Platinum for Carpet. Does this mean carpet is not considered a “major” material and therefore cannot be used for this credit?

Interpretation:To achieve this credit, greater than 50% of the materials that comprise a major building surface (such as flooring, roofing, walls, ceilings, parking areas) require EPP Certification. In this case, more than 50% of the flooring materials could include the carpet (10,800 sf) and the biobased resilient tile (39,000 sf), which the project was also using. 49,800 sf is 60% of the flooring and therefore would comply. This is a similar approach to breaking out the categories for the prescriptive approaches in the other materials credits (see, for example, the credit for using rapidly renewable materials), where all flooring is grouped together.
Collaborative for High Performance Schools 1822 21st Street, Suite 350, Sacramento, CA 95811 | 415-957-9888 | info@chps.net
Contact Us | Privacy Policy | © 1996-2010, CHPS