The intent of a proposed innovation credit cannot be identical to or repetitive of the intent of LEED credits within the rating system in which your project is currently pursuing credit points. (Looking to other rating systems for ideas, however, is recommended.)
Innovation in Design credits developed for Path 1 must be comprehensive and provide a quantifiable environmental benefit. ID credits are not awarded solely for using specific products or technologies, especially when the product aids in the achievement of another LEED credit. For example, if you purchase highly efficient windows, you cannot gain an ID credit for this because it will contribute to the overall energy efficiency of your building, which is included in EAp2 and EAc1.
Setting these increased thresholds as a goal early in the process can be cost-effective and make the ID credit for Exemplary Performance fairly easy to achieve.
Attempt as many Path 2 – Exemplary Performance credits as possible. You can only earn points for three credits, but try for more than that, to maximize environmental benefit, and your chances of earning all three points—in case one falls through.
When pursuing ID credits under Path 1 – Innovation in Design, use the published catalog of ID credits from pre-LEED 2009 rating systems as a reference for possible approaches. However, note that simply because a strategy has been approved for a project in the past does not necessarily guarantee that it will be approved on a different project. In other words, the approach must be specific to the project in order to be considered for this credit.
If considering Path 1, develop a list of 6–8 ID credits that may be appropriate for your project and discuss the opportunities, costs, and barriers to implementation of each with your project team.
When designing the curriculum, be aware that it needs to be approved by school administrators and meet local or state standards. This is typically standard procedure for schools, but changing a curriculum can be a challenging, political, and sometimes long process.
Keep communications open between the teachers and the design team. Their collaborative efforts can make this credit a success. It is a good idea to have the design team track items that might be good to incorporate in the school’s sustainability curriculum, in case they have ideas that the teachers can use.
