The Arabia Mountain School Project (AMSP)




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Overview (with list of action committees).
Working Maps

Possbile Talking Point Issues


To consider for post construction monitoring.
of the Arabia Mountain Project

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FOCUS I: The School, Students, and Learning

Area 0. Safety Factors.
Radon
Air Quality
Quality of Water used for human consumption



Area 1. School Engineering Efficiency. Are designs features providing the environmental results for which they were included?
Traditionally Recognized Environmental Factors
Indoor Environment
Lighting
Pasive Solar Lighting
Incandescent
Florescent
Illumination
Acoustics
Air Quality
Temperature
Humidity
Ventillation
Indoor Air Quality (IAQ)
Maintenance & operations costs
Site placement and layout
Orientation
...for passive solar heating and light
...to take advantage of land contours and land cover
...to maximize exposure to effective view sheds
Green Power
Wind
Hydro-electric
Solar
Compost/methane
Capture and reuse of water
Run-off
Gray-water
Enhanced instructor control of local environmental conditions
Area 2. Does the inclusion of the design features result in enhanced health for students and staff?

  • Measurable Health Related Behaviors
    • Absentee rates
    • Tardiness
    • Doctor visits for respiratory illness and allergies

Area 3. Do the included design features result in the desired learning and behavior outcomes?
  1. Standardized test scores compared to scores predicted by rate of free and reduced lunch and percent of ESOL students.
    • By Grade
    • By Topic
    • percentage who meet expectations
    • percentage who exceed expectations

  2. Behaviors related to school quality (Compare rate to predicted rate)
    • Rate of disciplinary actions
    • In school suspensions
    • Out-of-school detention
    • Staff turn-over rate
    • Student/parent requests for transfers.




FOCUS II: The Schoolís Impact on the Natural Environment

  • Compare land cover disturbance to LEEDS/CHPS standards
  • Magnitude of threat to plant and animal habitats
  • Change in temperature cycles for grounds, roofs, parking lots, and pavements.
  • Changes in Stream sediment loads
  • Threats to cultural and historical (including prehistoric) resources.



FOCUS III: The School's Impact on Community Quality of life and Development


1. Community Access to school recreational facilities (playing fields ~ playgrounds)?
2. Community use of buildings for public meetings?
3. Community use related to auto traffic on campus?
4. Community use related to foot traffic on campus?
5. Campus crime related to community use?
6. Student discipline issues related to community use?
7. Does the community consider the school a benefit?
8. Does the community use the school in promotional campaigns aimed attracting new business investments?
9. Do new residents report that the school was on of the reasons they moved into the community?
10. Do real estate brokers report that homes have increased in value because of the school/park complex?
11. Do elements of the community hospitality industry report an increased volume of business because of the presence of the school/park complex?
12. Do public safety officials report that there has been an increase/decrease in major accidents as a result of the school/park complex?
13. Do public safety officials report that there has been an increase in traffic on local roads because of the presence on the school/park complex?
14. Do home insurers report increased home values because of the school/park complex?
15. Do home insurers report an increase in claims for burglaries and break-ins following the establishment of the school/park complex.
16. Does the county tax assessorís office report increased revenues from the area following the establishment of the school/park complex?
17. Has the rate of issuance of new building permits increased in the wake of the School/Park complex?
18. Has the rate of issuance of new business permits for the community area increased in the wake of the school/park complex.