Engineers discuss noteworthy codes and standards updates for K-12 school buildings.
K-12 school building insights
- K-12 design relies on a complex web of national codes, local amendments and district standards, with engineers balancing core requirements from the International Building Code, NFPA and ASHRAE alongside ADA accessibility guidelines and energy efficiency targets.
- New health, energy and security requirements are raising the bar for school design, increasing ventilation, controls, commissioning and system complexity โ especially in existing buildings.
Respondents:
- Grady Henrichs, PE, K-12 Education Engineering Leader, DLR Group, Omaha, Nebraska
- Abdullah Khaliqi, PE, MCPPO, CPQ, Principal, Academic, Fitzemeyer & Tocci Associates Inc., Woburn, Massachusetts
- Amber Lang, LEED AP BD+C, Associate Vice President, CannonDesign, Chicago
- John Mongelli, PE, Senior Associate, Kohler Ronan Engineers, Danbury, Connecticut
- Steven Mrak, PE, Vice President, Peter Basso Associates Inc., Troy, Michigan
Please explain some of the codes, standards and guidelines you use during a K-12 building projectโs design process. Which ones should engineers be most aware of?
Grady Henrichs: ASHRAE has been at the forefront of discussions around improving efficiencies and reducing energy consumption and has provided engineers with viable standards that can achieve great designs. Specifically, two of these include ASHRAE Guideline 36: High Performance Sequences of Operation for HVAC Systems and ASHRAE Standard 189.1: Standard for the Design of High-Performance Green Buildings. Implementing codes and guidelines dealing with commissioning of heating, ventilation and air conditioning (HVAC), lighting and building envelopes also advances the energy challenges in our industry.
Abdullah Khaliqi: We rely on a wide range of codes and standards during K-12 school design. Core references include the International Building Code (IBC), International Mechanical Code, International Plumbing Code and NFPA 70: National Electrical Code (NEC). For energy and ventilation, we follow ASHRAE Standard 90.1: Energy Standard for Buildings Except Low-Rise Residential Buildings, ASHRAE Standard 62.1: Ventilation for Acceptable Indoor Air Quality and the International Energy Conservation Code (IECC). Fire and life safety systems are guided by NFPA 13: Standard for the Installation of Sprinkler Systems, NFPA 72: National Fire Alarm and Signaling Code and NFPA 101: Life Safety Code. Engineers must also monitor local amendments and performance requirements, Americans with Disabilities Act (ADA)guidelines, and increasingly, green building frameworks like LEED or the Collaborative for High Performance Schools. Staying current with updates is essential for compliance and performance.
Amber Lang: During K-12 school projects, we rely on a combination of local, state and national codes, standards and guidelines to ensure safety, performance and accessibility. Common references include the IBC, NFPA standards for fire protection and life safety, ADAguidelines, ASHRAE standards for HVAC and energy efficiency, and local energy codes such as Californiaโs Title 24 Part 6. In addition, large districts like Los Angeles Unified School District and Chicago Public Schools have detailed design guidelines to maintain consistency and manage their extensive portfolios. Engineers should pay particular attention to fire and life safety, low-voltage systems, sustainability requirements and district-specific standards to deliver safe, compliant and high-performing facilities.
John Mongelli: Outside of mandatory codes required by local jurisdictions, the relevance of ASHRAE Standard 15: Safety Standard for Refrigeration Systems is growing as it applies to the new A2L refrigerants being introduced. This is a guideline engineers should be familiar with if a variable refrigerant flow system or a split direct expansion system is used.
How do you address accessibility requirements in accordance with ADA guidelines to ensure the school is inclusive for all students and staff?
Abdullah Khaliqi: We address accessibility requirements by incorporating ADA guidelines throughout the mechanical, electrical and plumbing/fire protection (MEP/FP) design process to ensure inclusive environments for all students and staff. This may include specifying low-mount switches and outlets, automated doors, accessible plumbing fixtures and combination visual/audible fire alarm devices. HVAC diffusers and lighting controls are placed within accessible reach ranges, and we verify clear floor spaces and turning radii in equipment layouts. Drinking fountains, restrooms and classroom sinks are designed with appropriate knee and toe clearances. We coordinate closely with architects to align MEP system components with accessible routes and use building information modeling to verify compliance in complex layouts.
Amber Lang: We address ADA accessibility by integrating inclusive design strategies throughout the school rather than treating them as add-ons. This includes assistive listening systems in learning and assembly spaces, increased use of single-user restrooms and the thoughtful integration of ramps and accessible paths into the main circulation routes. By designing these features centrally and visibly, we promote dignity, ease of use and equal access for all students and staff while meeting ADA requirements and supporting inclusive learning environments.
Steven Mrak: Specific to the MEP side, some of the items that deal with ADA guidelines include plumbing fixtures, elevations of MEP equipment controllers and receptacle heights. For plumbing fixtures, sink bowl depth is important to coordinate to allow proper wheelchair access and clearance, while showers need ADA-compliant wands and/or slide bars. Rim heights of water closets also have specific ADA requirements, which allow easier use for occupants in wheelchairs. Locating occupant controls at accessible heights allows all users maximum occupant comfort and control for items like thermostats, door operators and lighting controllers.
What new code or standard do you believe local jurisdictions will adopt to meet COVID-19, RSV or other health guidelines?
Abdullah Khaliqi: We anticipate local jurisdictions will increasingly adopt enhanced ventilation and filtration requirements tied to health events like COVIDโ19 and RSV. This may take the form of ASHRAE 62.1/62.2 updates, or adoption of ASHRAE Standard 241: Control of Infectious Aerosols for risk management of infectious aerosols. Expect guidance that mandates higher minimum outdoor air rates, MERV 13+ filtration and carbon dioxide/indoor air quality (IAQ) monitoring with corrective actions. Some jurisdictions may also require ultraviolet (UV)-C air and surface treatment in high-risk spaces. These changes would push designs beyond traditional comfort criteria to explicitly target airborne pathogen mitigation, affecting HVAC system sizing and controls strategies.
Amber Lang: Local jurisdictions are likely to adopt updated ventilation, IAQ and filtration standards in response to COVID-19, RSV and other health concerns. This could include stricter requirements for MERV-rated filters, increased outdoor air exchange and UV or bipolar ionization technologies in HVAC systems. Guidance may also encourage touchless fixtures, improved handwashing facilities and spatial design that supports physical distancing. Engineers are preparing by designing flexible systems that can be easily upgraded or adapted as new health standards emerge, ensuring that schools remain safe, resilient and compliant while maintaining energy efficiency and long-term operational effectiveness.
John Mongelli: Local jurisdictions are likely to adopt or reference enhanced IAQ standards, such as ASHRAE 62.1 or guidance for airborne infectious disease mitigation from the Centers for Disease Control and Prevention or National Institute for Occupational Safety and Health. Some states may also publish their own guidelines. For example, Connecticut has implemented school guidance focused on increased filtration, indoor air flush-out prior to daily occupancy, the use of an emergency ventilation purge mode and a requirement for HVAC systems to undergo a five-year inspection and evaluation cycle, among other building operation strategies.
How are codes, standards or guidelines for energy efficiency impacting the design of K-12 schools?
Abdullah Khaliqi: Energy efficiency codes like ASHRAE 90.1, the IECC and local โstretch codesโ are driving major changes in K-12 school design. HVAC systems must now meet tighter performance thresholds, pushing greater use of heat pumps, energy recovery ventilation (ERV) and demand-based controls. Lighting systems require daylight harvesting, occupancy sensors and LED fixtures by default. These standards also impact envelope design, load calculations and equipment sizing. As a result, engineers must integrate energy modeling early, closely coordinate with architects and select systems not only for compliance but also for long-term operating efficiency and maintainability.
Amber Lang: Codes, standards and guidelines for energy efficiency have a significant impact on K-12 school design. Requirements such as ASHRAE 90.1, local energy codes like Californiaโs Title 24 Part 6 and district sustainability guidelines influence HVAC system selection, lighting design, building envelope performance and controls integration. Engineers must optimize energy recovery, daylight harvesting and occupancy-based controls to meet these standards while maintaining occupant comfort. Energy efficiency considerations are integrated early in the design process to reduce operational costs, support sustainability goals and ensure compliance. This holistic approach results in schools that are both environmentally responsible and resilient over their lifecycle.
John Mongelli: HVAC systems are becoming increasingly complex with additional energy-saving components and building management systems now include more points that must be controlled to ensure optimal system operation.
Steven Mrak: Energy codes and standards are raising the baseline for K-12 school design in Michigan, pushing projects toward higher efficiency, better controls and verified performance. Adoption of newer energy codes based on the IECC and ASHRAE 90.1 has increased requirements for building envelope performance, HVAC efficiency, lighting power density and advanced lighting and HVAC controls. Recent code updates also place greater emphasis on commissioning and functional performance testing, requiring MEP systems and controls to be designed with testing, documentation and verification in mind. This has led to earlier coordination among engineers, contractors, controls vendors and commissioning agents.
In Michiganโs cold climate, stricter envelope and air-sealing requirements are driving tighter buildings paired with ERV and more sophisticated control strategies to maintain IAQ efficiently. Energy modeling is increasingly used early in design to demonstrate compliance, compare system options and manage first costs versus long-term operating savings. Overall, codes and guidelines are encouraging more integrated, data-driven and energy-conscious MEP designs that balance efficiency, reliability and operational simplicity for Michigan school districts.
What are some of the biggest challenges when considering code compliance and designing or working with existing buildings?
Abdullah Khaliqi: One of the biggest challenges in existing buildings is meeting current code requirements without triggering full system replacements or costly infrastructure upgrades. Many older schools lack adequate ventilation, insulation and electrical capacity, making compliance with ASHRAE 62.1, 90.1 or NFPA 72 difficult. Structural constraints and limited above-ceiling space can also hinder upgrades. We address this through detailed field assessments, creative system routing and performance-based solutions like energy modeling or alternate compliance paths. Coordination with local authorities is essential to explore equivalency options and phased improvements that enhance safety and efficiency without exceeding budget or disrupting ongoing operations.
Amber Lang: One of the biggest challenges when working with existing K-12 buildings is balancing code compliance with the limitations of the existing structure. Older buildings may not meet current fire, accessibility or energy codes, requiring creative solutions to bring systems up to standard without extensive demolition. Engineers must coordinate closely with architects and trades to integrate modern MEP systems into constrained spaces while preserving functional layouts. Other challenges include coordinating upgrades with occupied schools, addressing structural limitations and ensuring that new systems comply with evolving local codes and safety standards, all while maintaining budget and schedule constraints.
Steven Mrak: When working in existing buildings it is common to come across installations that are not compliant with current codes. Equipment for a system you are not upgrading or renovating is generally โgrandfathered inโ and no changes are needed. The problem becomes a much larger issue when there are existing code compliance issues with a system you are modifying or adding to. There is the saying, โIf you touch it, you own it,โ meaning if you are modifying or adding to a system you must bring at least that part of the system up to current codes. This can snowball at times and lead to many required changes that may or may not have been known when the budget was established.
What codes or guidelines have you used to enhance security on K-12 projects?
Abdullah Khaliqi: To enhance security in K-12 projects, we follow guidance from the Partner Alliance for Safer Schools and align with provisions in the IBC and NFPA 72 for emergency communication systems. We also incorporate NFPA 730: Guide for Premises Security, NFPA 731: Standard for the Installation of Premises Security Systems and Crime Prevention Through Environmental Design principles. Our designs include access-controlled entries, video surveillance integration and networked fire alarm systems that support mass notification. We coordinate closely with school safety officers to ensure systems allow for remote lockdown, intrusion detection and clear egress while maintaining code compliance and minimizing disruptions to normal school operations.
Amber Lang: Alyssaโs Law is a key guideline we reference to enhance security on K-12 projects, even in states where it has not yet been adopted. It requires silent panic buttons in classrooms that provide a direct, immediate connection to first responders. We address this early in project kickoff discussions to ensure systems are coordinated, scalable and aligned with each districtโs safety goals and local code requirements.
