Pest Control in the School Environment: Adopting Integrated Pest Management
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United States Office of Pesticide Programs EPA 735-F-93-012
Environmental Protection (H7506C) August 1993
Agency
Pest Control in the School
Environment:
Adopting Integrated Pest Management
Recycled/Recyclable
Printed with Soy/Canola Ink on Paper that
contains at least 50% recycled fiber
As a mother, I understand the importance of a healthy school environment in which
to educate our children. As an environmentalist, I understand the need to eliminate
the unnecessary use of any toxic chemical. The use of integrated pest management
(IPM) in and around school buildings addresses both of these concerns while prepar-
ing our children to become tomorrow’s environmental stewards. This booklet will
provide you with a general understanding of IPM principles, so that you may make an
informed decision about pest control in your neighborhood schools. As EPA’s
Administrator, I encourage all schools to reduce the use of pesticides by adopting
integrated pest management.
Carol Browner
Administrator
Environmental Protection Agency
Pest Control in the School Environment: Adopting Integrated Pest Management
Table of Contents
Acknowledgements..................................................................................................... ii
Can Children’s Exposure to Pesticides be Reduced
in the School Environment?........................................................................................ 1
What is Integrated Pest Management?....................................................................... 2
Establishing an IPM Program for Schools.................................................................. 4
Developing an Official Policy Statement for School Pest Management......................... 6
Designating Pest Management Roles............................................................................. 9
Setting Pest Management Objective for Sites.............................................................. 15
Inspecting, Identifying, and Monitoring...................................................................... 16
Setting Action Thresholds........................................................................................... 18
Apply IPM Strategies..................................................................................................... 19
Evaluating Results and Record Keeping...................................................................... 36
Evaluating the Costs................................................................................................... 38
Potential Added Costs................................................................................................... 38
Procurement................................................................................................................. 40
“In-House” or Contracted Services............................................................................... 41
For More Information.................................................................................................. 43
i
Acknowledgements
Important and sensitive issues are Bonny l. Dodson
involved in adopting integrated pest National Pest Control Association
management in schools, and a diverse William Forbes
group of individuals was sought to help Montgomery County [Maryland]
the U.S. Environmental Protection Public Schools
Agency (EPA) develop this booklet.
Nancy Thorndike Greenspan
Special appreciation is expressed to the
Parent
following people for their assistance.
Please note, however, that the organiza- M. Shaheed Khan, Ph.D.
tions with which these individuals are University of the District of Columbia
affiliated do not necessarily endorse all Extension Service
views expressed in this document. Glenn H. Laycock
Residex Corporation
Allen C. Abend Michael R. Pontti
Maryland State Department of Georgetown University
Education Facilities Management
Anne W. Bloom and Landscape Department
Nancy B. Watzman Josie Scholz
Public Citizen Parent
Susan J. Cooper
National Coalition
Against the Misuse of Pesticides
ii
Can Children’s Exposure to Pesticides be
Reduced in the School Environment?
IPM and Your School
The public’s concerns about health and scheduled spraying of pesticides. Schools
environmental risks associated with across the nation that have adopted such
chemicals are increasing, particularly programs report successful, cost-effective
when children are involved. As the conversion to IPM. IPM can reduce the
public becomes more aware of the health use of chemicals and provide economical
and environmental risks pesticides may and effective pest suppression.
pose, its interest in seeking the use of
This information has been developed
equally effective alternative pest control
to encourage and assist school officials
methods increases. School administra-
in examining and improving their pest IPM can reduce the
tors and other persons who have pest
management practices. It identifies ways
control decision-making responsibilities use of chemicals and
to reduce dependence on pesticides in
for school buildings and grounds should
school buildings and landscapes and provide economical
become aware of the pest control options
discusses alternative methods for manag-
available to them. It is in everyone’s best and effective pest
ing pests commonly found in schools.
interest to reduce exposure to potentially
School officials are not, however, re- suppression.
harmful chemicals.
quired by law to adopt the practices
The Environmental Protection Agency recommended in this booklet.
(EPA) has prepared this booklet to
All information provided in this booklet
acquaint readers with Integrated Pest
may be reproduced and can be shared
Management (IPM), a pest control
with anyone interested in an IPM program.
method that may be an alternative to
1
What is Integrated Pest Management?
IPM is an effective and environmentally Understanding pest needs is essential
sensitive approach to pest management to implementing IPM effectively. Pests
that relies on a combination of common- seek habitats that provide basic needs
sense practices. IPM programs use such as air, moisture, food, and shel-
current, comprehensive information on ter. Pest populations can be prevented
the life cycles of pests and their interac- or controlled by creating inhospitable
tions with the environment. This infor- environments, by removing some of the
mation, in combination with available basic elements pests need to survive,
pest control methods, is used to manage or by simply blocking their access into
pest damage by the most economical buildings. Pests may also be managed by
means, and with the least possible hazard other methods such as traps, vacuums,
IPM programs use to people, property, and the environ- or pesticides. An understanding of what
ment. IPM programs take advantage of pests need in order to survive is essential
current, comprehensive all pest management options possibly before action is taken.
information on the including, but not limited to, the judi-
cious use of pesticides.
lifecycles of pests and
their interactions with
the environment.
2
Pests seek habitats
which provide basic
needs such as air,
moisture, food, and
shelter
3
Establishing an IPM Program for Schools
An efficient IPM program can be inte-
grated with the school’s existing pest Step 1:
management plan and other school Develop an official IPM policy
management activities. School manage- statement. This useful first step in
ment activities such as preventive mainte- making the transition from a conven-
nance, janitorial practices, landscaping, tional pesticide program to an IPM
occupant education, and staff training program goes beyond simply stating
are all part of an IPM program. The a commitment to support and imple-
following steps are required to develop ment an IPM approach. It acts as a
an IPM decision network: guide for the pest manager to use in
developing a specific IPM program.
An efficient IPM
program can be inte-
grated with the Step 2:
school’s existing pest Designate pest management roles for
management plan and occupants, pest management person-
nel, and key-decision-makers; assure
other school manage good communications among them;
ment activities. and educate or train the people
involved in their respective roles.
4
Step 3: Step 5:
Set pest management objectives Set action thresholds. These are the
for the site(s). For every site, pest levels of pest populations or site en-
management objectives will differ. vironmental conditions that require
The type of pest management sought remedial action.
should be outlined.
Step 6:
Step 4: Apply IPM strategies to control
pests. These include redesigning
Inspect site(s) and identify and and repairing structures, improving
monitor pest populations for sanitation, employing pest-resistant Apply IPM strategies to
potential problems. plant varieties, establishing watering
and mowing practices, and applying control pests.
pesticides judiciously.
Step 7:
Evaluate results to determine if pest
management objectives are reached,
and keep written records of all as-
pects of the program.
5Step 1
Developing an Official Policy Statement for School Pest Management
A policy statement for school pest education and involvement of students,
management should state the intent of staff, and pest manager. The model policy
the school administration to implement assessment in figure 1 is provided as
an IPM program. It should briefly provide an example and may be modified in any
guidance on what specifically is way by schools to reflect site-specific
Figure 1 expected--the incorporation of existing needs or intent.
Model Policy Statement services into an IPM program and the
School Pest Management the school site for human purposes. • Prevent loss of or damage to school
Policy Statement Strategies for managing pest popula- structures or property.
tions will be influenced by the pest
Structural and landscape pests can • Prevent pests from spreading into the
species and whether that species poses
pose significant problems to people, community, or to plant and animal
a threat to people, property, or the
property, and the environment. populations beyond the site.
environment.
Pesticides can also pose risks to people,
• Enhance the quality of life for
property, and the environment. It is Pest Management students, staff, and others.
therefore the policy of this School Approved pest management plans
District to incorporate Integrated Pest should be developed for the site and Integrated Pest Management Procedures
Management (IPM) procedures for should include any proposed pest IPM procedures will determine when to
control of structural and landscape management measures. control pests and whether to use
pests. mechanical, physical, chemical, cultural,
Pests will be managed to:
Pests or biological means. IPM practitioners
• Reduce any potential human depend on current, comprehensive
Pests are populations of living organ- health hazard or to protect against information on the pest and its environ-
isms (animals, plants, or microor- a significant threat to public safety. ment and the best available pest control
ganisms) that interfere with use of
6School Pest Management Policy Statement (Continued)
methods. Applying IPM principles regulations in 40 Code of Federal sent home to parents who whish to
prevents unacceptable levels of pest Regulations, Occupational Safety and be informed in advance of pesticide
activity and damage by the most Health Administration regulations, and applications.
economical means and with the least state and local regulations.
possible hazard to people, property, and
Pesticide Storage and Purchase
the environment.
Education Pesticide purchases will be limited to
The choice of using a pesticide will be Staff, students, pest managers, and the the amount authorized for use during
based on a review of all other available public will be educated about potential the year. Pesticides will be stored and
options and a determination that these school pest problems and the IPM disposed of in accordance with the
options are not acceptable or are not policies and procedures to be used to EPA-registered label directions and state
feasible. Cost or staffing considerations achieve the desired pest management regulations. Pesticide must be stored in
alone will not be adequate justification objectives. an appropriate, secure site not accessible
for use of chemical control agents, and to students or unauthorized personnel.
Record Keeping
selected non-chemical pest management Records of pesticide use shall be Pesticide Applicators
methods will be implemented whenever maintained on site to meet the Pesticide applicators must be educated
possible to provide the desired control. requirements of the state regulatory and trained in the principles and
It is the policy of this School District to agency and School Board. Records must practices of IPM and the use of
utilize IPM principles to manage pest be current and accurate if IPM is to pesticides approved by this School
populations adequately. The full range work. In addition, pest surveillance data District, and they must follow regulations
of alternatives, including no action, will sheets that record the number of pests and label precautions. Applicators
be considered. or other indicators of pest populations should be certified and comply with
When it is determined that a pesticide are to be maintained to verify the need this School District IPM policy and Pest
must be used in order to meet important for treatments. Management Plan.
management goals, the least hazardous*
material will be chosen. The application Notification * Precautionary statements are required
of pesticides is subject to the Federal on all pesticide labels. Signal words
This School District takes the
Insecticide, Fungicide and Rodenticide indicate the level of acute toxicity, the
responsibility to notify the school staff
Act (7 United States Code 136 et seq.), hazard to humans posed by the pesticide
and students of upcoming pesticide
School District policies and procedures, product. Every label bears the child
treatments. Notices will be posted
Environmental Protection Agency hazard warning: Keep Out of Reach of
in designated areas at school and
Children.
7Notices will be posted
in designated areas at
school and sent home
to parents who wish to
be informed of
upcoming pesticide
applications.
8Step 2
Designating Pest Management Roles
The concepts and methods of IPM were objectives of the site. These functions
developed originally in agricultural and responsibilities are identified below
settings. Later, it was found that IPM had and should be outlined in the school’s
great value in school pest management as pest management plan.
well. The interactions of the people
involved in a school pest management Students and Staff —
system are the key to the success or The Occupants
failure of the program. When the
Occupants are concerned about the
respective roles of all the people in the
safety of the pest control methods used,
pest management system are identified
about their effectiveness, and about
and agreed upon, and when these people Occupants are con-
possible adverse effects. School staff,
communicate well with each other,
students, and their parents should receive cerned about the safety
effective and less expensive protection of
information addressing these concerns
the site and the people can be achieved of the pest control
and their roles in the school’s pest
with fewer risks.
management system. methods used, about
In successful urban pest management The most important responsibility of the their effectiveness, and
systems, people function effectively as students and staff is sanitation. Much of
occupants, pest managers, or decision- the prevention and reduction of pest about possible adverse
makers, gaining the information they infestation at the school site depends on effects.
need, giving the information that others whether or not students and staff clean
need, cooperating with each other, and up food leftovers, food in lockers, gum
meeting their special responsibilities to
achieve the unique pest management
9Prevention and reduc-
tion of pest infestation
at the school site
depends on whether or
not students and staff
clean up leftovers,
food in lockers, gum
under desks, paper,
clutter, etc.
10under desks, paper clutter, etc., or practices and follow them at home so that
perform proper maintenance. In addi- pests are not carried to school in note-
tion, because people at the school site books, lunch boxes, clothing, or the chil-
may observe the presence of pests, they dren’s hair. Second, parents should be
should report any evidence of pest aware of the current pest management
activity. practices in their children’s schools. The
schools should welcome questions by the
Other actions may be required of stu- parents and encourage the parents to
dents and staff or undertaken by them, seek information. Visible interest and
depending on their interest in the site concern on the parents’ part is a valuable
and the pest management system. The resource and stimulus for the implemen-
more occupants “buy in” to this, the tation of a school IPM program. Parents
better the pest management system may express their views to the school
will work. superintendent, School Board, school
Parents have the most
Parents’ Special Roles district management, and the school’s
Parent Teacher Associations (PTA). responsibility for their
Parents have the most responsibility for Parents may participate on IPM advisory
their children, and they are their children, and they are
or oversight committees with school and
children’s natural advocates. Thus, government management. their children’s natural
parents can bring the need to reduce
dependence on pesticides to the atten- The Pest Manager advovates.
tion of school personnel, and they can In a pest management system, the pest
assist greatly in the transition to an manager is the person who observes and
IPM program. evaluates the site, or directs others to do
Parents’ first school pest management so, and decides what needs to be done to
responsibility is to learn about IPM achieve the site pest management
11objectives. The pest manager could be the The system for the site must achieve the
school principal, the custodian, a desig- goals within the limitations posed by
nated faculty member or an individual safety, time, money, and available ma-
under contract to the school system. The terials. Pest managers monitor the site
pest manager designs a pest management and the pest population to determine
system that takes into account potential if actions taken are successful and must
liability, applicator and occupant safety, keep accurate records of the amount and
costs, effectiveness, time required, and location of any pesticides used and dates
customer or occupant satisfaction. of each application.
The pest manager draws on knowledge Decision-Makers
gained through prior training and uses
Generally, persons who authorize the pest
information on the site, the pest and its
management program and control the
biology, occupant health and concerns,
money for pest management are people
appropriate control measures, and
involved in the direct management or
expected results. The pest manager also
performs the necessary pest management administration of the school or schools,
actions or directs others in the actions to such as a superintendent or assistant
be taken. superintendent of schools. However, a
person indirectly involved with the site
Because the pest manager usually has may become a pest management deci-
the responsibility of keeping both the sion-maker, e.g., the health department
occupants and school administrators inspector. On other occasions, the
informed, he or she has the greatest need purchasing agent or contracting officer
for available information about the site, for a school system or district may be a
pest, and appropriate pest management major decision-maker for a school site.
methods.
12For decision-makers, concerns about Educating IPM Participants
costs, liability, time expended, method
effectiveness, safety, and customer or A school IPM program should include a
occupant satisfaction are foremost. commitment to the education of
These decision-makers also determine if students, staff, and parents. This educa-
the pest manager is performing at an tion should include not only the teachers,
acceptable level and if the pest manage- but also school nurses, cafeteria
ment objectives are being met. Among employees, and housekeeping and
other methods, this assessment can be administrative personnel as well. All
done by monitoring complaints from the occupants must understand the basic
occupants, by observing the site environ- concepts of IPM and who to contact with
ment, or by a combination of both. questions or problems. Specific
Decision-makers must also provide the instructions should be provided on what
necessary level of financial commitment to do and what not to do. For example,
staff should not bring and use pesticides A school IPM program
for any IPM program to succeed.
on their own on school sites. All should include a
A great deal of understanding, coopera- pesticide products, including those
tion, and commitment from everyone in purchased at a retail store, should be commitment to the
the system--students and parents, school applied only by designated qualified per- education of students,
staff, managers, administrators, and the sonnel. Educating and training staff
public--is needed in order for an IPM to function within an IPM context is staff, and parents.
program to succeed. important to the success of an in-house
IPM program. (Note: More specific
training is required for the pest manager.
Universities and State Cooperative
13Extension Services have the expertise to certain beetles--are actually beneficial in
meet most IPM training needs. Needed controlling pest populations. If good
training materials that are not already sanitation is practiced, the population of
available can be developed jointly these beneficial insects can be kept at
between the School District and the tolerable levels.
Extension Service.)
All staff at the school should learn about
Education is a vital component of pest the basic concepts of IPM and how these
management. Many schools across the principles are being applied in their
United States have incorporated environ- particular school. Staff and students
mental issues into their curricula. need to understand how their own be-
Science classes might include discussions havior helps alleviate or contributes to
and activities to learn more about the pest problems. School staff should
fascinating and diverse roles of insects, encourage the Parent Teacher Associa-
plants, rodents, and birds in our world. tions, student organizations, and other
Most are harmless, and many--e.g., some school-affiliated groups to participate in
spiders, predatory mites, centipedes, and the IPM program.
14Step 3
Setting Pest Management Objectives for
School Buildings and Other Sites
Pest management objectives differ from Examples of pest management objectives
site to site, and these differences must be include -
considered before setting action thresh-
(1) Manage pests that may occur on
old levels. (See Step 5.) For example, for
school sites to prevent interference
an athletic field, the objective would be
with the learning environment of
to maintain healthy turf as well as a
the students.
specific type of playing surface. With
ornamental plants, the objective would (2) Eliminate injury to students, staff,
more likely be to maintain aesthetic and other occupants.
value. With buildings or other structures,
the main objective might be controlling (3) Preserve the integrity of the school
damage caused by termites. Schools buildings or structures.
should outline specific objectives in a (4) Provide the safest playing or athletic
pest management plan. surfaces possible.
15Step 4
Inspecting, Identifying, and Monitoring
An IPM program consists of a cycle of sanitation efforts--may greatly reduce the
inspecting, identifying, monitoring, prevalence of the pest. Monitoring
evaluating, and choosing the appropriate includes inspecting areas for pest evi-
method of control. Routine inspection dence, entry points, food, water, and
and accurate identification of pests are harborage sites, and estimating pest
vital steps in IPM to ensure that control population levels. The information
methods will be effective. Once the pest gained through monitoring is evaluated
has been identified and the source of its to determine whether the action thresh-
activity pinpointed, habitat modifica- old has been exceeded and what can be
tions--primarily, exclusion, repair, and done in the way of prevention.
Routine inspection and
accurate certification
of pests are vital steps
in IPM to ensure that
control methods will be
effective
16Once the pest has been
identified and the
source of its activity
pinpointed, habitat
modifications—Prima-
rily, exclusion, repair,
and sanitation efforts—
may greatly the
prevalence of the pest
17Step 5
Setting Action Thresholds
An action threshold is the level at which When pest populations exceed pre-set
action is initiated. It is determined by action thresholds, action must be taken.
deciding, based on the sensitivities of the Precise recommendations or actions to
school occupants, how many pests can be achieve specific results are an essential
tolerated. The action threshold is set by part of an IPM program. Specific recom-
the pest manager and the occupants and mendations, including an explanation of
should reflect the pest management the benefits, should be based on the
objective for the site. The presence of evaluation of all available data obtained
some pests does not, in itself, necessarily through inspecting, identifying, and
require action. monitoring.
The action threshold is
set by the pest
manager and the
occupants and should
reflect the pest
management objectives
for the site
18Step 6
Applying IPM Strategies
Pest-prevention measures can be incor- Entryways
porated into existing structures. Such
preventive measures reduce the need for Door-ways, overhead doors, windows,
pesticide applications and include holes in exterior walls, openings around
sanitation and structural repair, employ- pipes, electrical fixtures, or ducts:
ing physical and mechanical controls
such as screens, traps, weeders, air doors, • Keep doors shut when not in use.
etc. Specific IPM strategies for specific • Place weather stripping on doors.
school sites are provided below. (Note: • Caulk and seal openings in walls.
Every school will experience slightly dif-
ferent combinations of pests.) • Install or repair screens.
• Install air curtains.
IPM Strategies for Indoor Sites • Keep vegetation, shrubs, and wood
Typical Pests:
mulch at least 1 foot away from
Mice, rats, cockroaches, ants, flies,
wasps, hornets, yellow jackets, spiders, structures.
microorganisms, termites, carpenter
ants, and other wood-destroying insects.
Although beneficial as predators, wasps,
hornets, yellow jackets, and spiders can
be troublesome.
19Install or repair
screens.
20Classrooms and Offices Food Preparation and Serving Areas
Classrooms, laboratories, administrative (dining room, main kitchen, teach-
offices, auditoriums, gymnasiums, and ers’ lounge, home economics kitchen,
hallways: snack area, vending machines, and
food storage rooms):
• Allow food and beverages only in
designated areas. • Store food and waste in contain-
• If indoor plants are present, keep ers that are inaccessible to pests.
them healthy. When small insect Containers must have tight lids and
infestations appear, remove them be made of plastic, glass, or metal.
manually. Waste should be removed at the end
of each day.
• Keep areas as dry as possible by
removing standing water and water • Place screens on vents, windows,
damaged or wet materials. and floor drains to prevent cock-
• In the science lab, store animal roaches and other pests from using
foods in tightly sealed containers unscreened ducts or vents as path-
and regularly clean cages. In all ways.
areas, remove dust and debris. • Create inhospitable living condi-
• Routinely clean lockers and desks. tions for pests by reducing avail-
• Frequently vacuum carpeted areas. ability of food and water--remove
food debris, sweep up all crumbs, fix
• If students get head lice, consult
dripping faucets and leaks, and dry
with your local health department
out wet areas.
and have their parents contact a
physician. Discourage students from
exchanging hats or caps at school.
2122
• Improve cleaning practices, includ- • Routinely clean floor drains, strain-
ing promptly cleaning food prepa- ers, and grates. Seal pipe chases.
ration equipment after use and • Keep areas dry. Avoid conditions
removing grease accumulation from that allow formation of condensa-
vents, ovens, and stoves. Use caulk tion.
or paint to seal cracks and crevices.
• Areas that never dry out are condu-
• Capture rodents by using mechani- cive to molds and fungi. Increasing
cal or glue traps. (Note: Place traps ventilation may be necessary.
in areas inaccessible to children.
• Store paper products or cardboard
Mechanical traps, including glue-
boxes away from moist areas and
boards, used in rodent control
direct contact with the floor or the
must be checked daily. Dispose of
walls. This practice also allows for
killed or trapped rodents within 24
ease in inspection.
hours.)
Maintenance Areas
Rooms and Areas With Extensive
Plumbing (Boiler room, mechanical room,
janitorial-housekeeping areas, and
(Bathrooms, rooms with sinks, locker
pipechases):
rooms, dishwasher rooms, home eco-
nomics classrooms, science laboratories, • After use, promptly clean mops and
swimming pools, and greenhouses): mop buckets; dry mop buckets and
hang mops vertically on rack above
• Promptly repair leaks and correct floor drain.
other plumbing problems to deny
• Allow eating only in designated
pests access to water.
eating areas.
23Capture rodents by
using mechanical or
glue traps
24• Clean trash cans regularly, use • Repair cracks in pavement and
plastic liners in trash cans, and use sidewalks.
secure lids. • Provide adequate drainage away
• Keep areas clean and as dry as pos- from the structure and on the
sible, and remove debris. grounds.
• Top of page Turf
(Lawns, athletic fields, and playgrounds):
IPM Strategies for
Outdoor Sites • Maintain healthy turf by selecting a
mixture of turf types (certified seed,
Typical Pests: sod, or plugs) best adapted for the
Mice and rats. Turf pests--broad-leaf and area. Check university or Coopera-
grassy weeds, insects such as beetle grubs or tive Extension service for recommen-
sod webworms, diseases such as brown patch, dations on turf types, management
and vertebrates such as moles. Ornamental practices, or other information.
plant pests--plant diseases, and insects such
• Raise mowing height for turf to
as thrips, aphids, Japanese beetles, and bag
enhance its competition with weeds;
worms.
adjust cutting height of mower,
Playgrounds, Parking Lots, Athletic • depending on the grass type;
Fields, Loading Docks, and Refuse • sharpen mower blades; and vary
Dumpsters: mowing patterns to help reduce soil
• Regularly clean trash containers • compaction.
and gutters and remove all waste, • Water turf infrequently but suffi-
especially food and paper debris. ciently during early morning hours
• Secure lids on trash containers. to let turf dry out before nightfall;
let soil dry slightly between waterings.
25Secure lids on trash
containers.
26• Provide good drainage, and periodi- • Obtain more information on turf
cally inspect turf for evidence of from EPA’s brochure entitled,
pests or diseases. Healthy Lawn, Healthy Environ-
• Allow grass clippings to remain in ment: Caring for Your Lawn in an
the turf (use a mulching mower or Environmentally Friendly Way
mow often) or compost with other
organic material. Ornamental Shrubs and Trees
• Have the soil tested to determine • Apply fertilizer and nutrients to
pH and fertilizer requirements. • annuals and perennials during active
• Use a dethatcher to remove thatch. growth and to shrubs and trees
Do this in early fall or early spring • during dormant season or early in
when the lawns can recover and the growing season.
when overseeding operations are • If using a fertilizer, use the correct
likely to be more successful. one at the suitable time, water
• Time fertilizer application appropri- • properly, and reduce compaction.
ately, because excessive fertilizer can • Prune branches to improve plants
cause additional problems, includ- and prevent access by pests to
ing weed and disease outbreaks. Ap- • structures.
ply lime if necessary. Use aeration • Use the appropriate pest-resistant
to place soil on top of thatch so that
microbes from soil can decompose • variety (check with your local
thatch. • Cooperative Extension Service), and
properly prune for growth and
• Seed over existing turf in fall or structure.
early spring.
• Correctly identify the pest in ques-
tion. When in doubt, send several
27Raise mowing height
for turf to enhance its
competition with
weeds.
28• specimens to your local Cooperative • personnel, or money. Some orna-
Extension Service. Once the pest is mental plants, trees, and turf are
identified, recommendations can so susceptible to plant diseases that
• be made. efforts to keep them healthy may be
• Use pheromone traps as a time- futile.
saving technique for determining Applying Pesticides
the presence and activity periods of
certain pest species. Pheromones
Judiciously
are chemicals released by various Many different kinds of pesticides are
organisms as means of communica- currently available for use against urban
tion with others of the same species, and structural pests. An appropriate ap-
usually as an aid to mating. plication uses the least toxic and most
• Select replacement plant material effective and efficient technique and
from among the many disease- material. Due to their potentially toxic
resistant types being developed by nature, these materials should be applied
plant breeders throughout the by qualified applicators in a manner to
country. ensure maximum efficiency, with minimal
hazard. Pesticides should be applied only
• Check with your local State Cooper-
ative Extension Service or university when occupants are not present in areas
where they may be exposed to materials
for information on plant types
applied.
appropriate for your site.
• Remove susceptible plants if a plant Although EPA registers pesticides for use
disease recurs and requires too many within the United States, the fact that a
resources, such as time, energy, particular product is registered does not
mean that it is “safe” under all conditions
29Use pheromone traps
as a time-saving
technique for
determining the
presence and activity
periods of certain past
species.
30of use. All pesticides used in the U.S. This procedure helps conserve
must be EPA registered, and the registra- predators and parasites needed to
tion number must be listed on the label. reduce future pest populations and
Read and follow the pesticide label di- increases the time between pest
rections, know how to apply and handle outbreaks.
these chemicals, and try to minimize the • Limit the use of sprays, foggers, or
exposure to children, adults, and other volatile formulations. Instead use
non-target species. bait and crack and crevice applica-
The following general recommendations tion when possible. Look for crack
should minimize exposure to people and and crevice label instructions on how
other non-target species when the ap- to apply the pesticide. These treat-
plication of pesticides is being ments maximize the exposure of the
considered: pest to the pesticide while minimiz-
ing pesticide exposure for the Check for state recom-
• Read and follow all label instruc- • occupants.
tions. mendations and
• Place all rodenticides either in
• Choose a pesticide that is labeled for locations not accessible to children requirements for
the specific site, intended for the and non-target species or in tamper
pesticide storage.t
pest you are trying to control, and as resistant bait boxes. Outdoors, place
target specific as possible, rather bait inside the entrance of an active
than broad spectrum. rodent burrow, and then collapse
• Use a spot-treatment method of the burrow entrance over the bait to
application when pesticide treat- prevent non-target species’ access.
ments are required. Treat only the Securely lock or fasten shut the lids
obviously infested plants in an area. of all bait boxes. Place bait in the
31• baffle-protected feeding chamber of and Material Safety Data Sheets
• the box. Never place bait in the (MSDS) easily accessible.
runway of the box. Storing Pesticides
• Apply only when occupants are not Store pesticides off site or in buildings
present or in areas where they will that are locked and inaccessible to all
not be exposed to the material undesignated personnel. Be sure
applied. Note any re-entry time adequate ventilation is provided for the
limits listed on the label, and be pesticide storage area. Store herbicides
aware that some residues can remain separately to avoid potential damage to
long after application. plants from the absorption of vapors onto
• Use proper protective clothing or other pesticides stored nearby. Avoid
equipment when applying pesti- storing pesticides in places where
cides. flooding is possible or in open places
Schools should • Properly ventilate areas after pesti- where they might spill or leak into the
cide application. environment. Store flammable liquids
consider posting
away from an ignition source. Check for
notices in areas to be
• Notify students, staff, and interested state recommendations and requirements
parents of upcoming pesticide
for pesticide storage.
treated or that have • applications if that is part of the
been treated. school pest management policy. Pay If pesticides are stored in occupied
particular attention to those indi- buildings, take special care to ensure
viduals that may be at higher risk. that the air in the occupied spaces does
not get contaminated. Place a notice out-
• Keep copies of current pesticide
side the designated storage area. Store
labels, consumer information sheets,
all pesticides in their original containers,
32and secure lids tightly. Make sure that Posting and Notification
childproof caps are properly fastened.
However, even closed pesticide contain- Local law may require schools to notify
ers may release toxic chemicals to the air students and staff of impending pesticide
through volatilization. Therefore, store applications. If not, the school system
pesticides only in spaces that are physi- may take the responsibility of informing
cally separated and closed off from school staff and students’ parents of
occupied spaces and where there is ad- upcoming pesticidal treatments. When
equate exhaust ventilation (i.e., the air good IPM practices are followed, con-
is vented directly to the outside). In cerns raised by notification and posting
addition, precautions are needed to activities may be minimized. If
ensure that the air in the storage space notification and posting is a new practice
has no chance of mixing with the air in at the school, the new policy should be
the central ventilation system. explained so that it will not be mis-
interpreted to imply that more pesticides Store pesticides only
The pest manager is responsible for are being applied than previously. in spaces that are
periodically checking stored pesticide
containers for leaks or other hazards. To Notification can be accomplished by physically separated
reduce pesticide storage problems, buy posting notices around the school and
sending notices home to those parents and closed off from
only enough of the pesticide product to
last through the use season. Mix only who wish to be informed in advance of occupied spaces.
the amount of pesticide needed for the pesticide applications. Schools should
immediate application. consider posting notices in areas to be
treated or that have been treated. The
school pest manager should be prepared
and be available to provide more specific
33information to concerned parents poison control center and emergency
and others. personnel should be kept readily
accessible. The school may also wish to
A voluntary registry of individuals who consider informing the adjacent commu-
could be adversely affected by exposure nity in advance of planned outdoor
to pesticides can be kept at the school pesticide applications.
health or administrative offices. Infor-
mation on how to contact the local
34Capture rodents by
using mechanical or
glue traps
35Step 7:
Evaluating Results and Record Keeping
Successful practice of IPM relies on A complete and accurate pest manage-
accurate record keeping. Record keep- ment log should be maintained for each
ing allows the school to evaluate the property and kept in the office of the pest
results of practicing IPM to determine if manager or property manager. Pesticide
pest management objectives have been use records should also be maintained to
met. Keeping accurate records also leads meet any requirements of the state
to better decision-making and more regulatory agency, School Board, and
efficient procurement. Accurate records applicable local regulations. The log
of inspecting, identifying, and monitor- book should contain the following items:
ing activities show changes in the site
• A copy of the Pest Management Plan
environment (reduced availability of
and service schedule for the prop-
food, water, or shelter), physical changes
erty.
(exclusion and repairs), pest population
changes (increased or reduced numbers, • A copy of the current EPA-registered
older or younger pests), or changes in label and the current MSDS for each
the amount of damage or loss. pesticide product used on school
property.
36• Pest surveillance data sheets, which • A diagram noting the location of
record, in a systematic fashion, the pest activity, including the location
type and number of pests or other of all traps, trapping devices, and
indicators of pest population levels bait stations in or around the site.
revealed by the monitoring program
for the site. Examples include date,
number, location, and rodent
species trapped or carcasses
removed as well as date, number,
and location of new rat burrows
observed.
IPM can reduce the
use of chemicals and
provide economical
and effective pest
suppression.
37Evaluating the Costs
Preliminary indications from IPM any program, insufficient resources will
programs in school systems suggest that jeopardize the success of IPM.
long-term costs of IPM may be less than a
conventional pest control program that Potential Added Costs
relies solely on the use of pesticides. Initiating an IPM program may require
However, the long-term labor costs for repair and maintenance activities to
IPM may be higher than those for prevent pest entry and to eliminate
conventional pesticide treatments. The sources of shelter, food, and moisture.
labor costs may be offset by reduced Examples of these one-time expenses that
expenditures for materials. may result in future budgetary savings
Whether an IPM program raises or lowers include--
costs depends in part on the nature of • Improving waste management by
the current housekeeping, maintenance, moving trash or garbage contain-
and pest management operations. The ers away from school buildings to
costs of implementing an IPM program reduce the opportunity for pest
can also depend on whether the pest invasion. This cost is a one-time
management services are contracted, expense that will result in fewer pest
performed in-house, or both. To fit the problems and reduce the need for
IPM program into the existing budgetary other pest control procedures.
framework, school administrators must
consider what additional and redistrib-
• Installing physical barriers such as
air curtains over the outside en-
uted expenditures are involved. As with
trances to kitchens to reduce flying
38Place flood drains to
prevent pests from
using pipes as path-
ways. Keep areas as
dry as possible by
removing standing
water and water
damaged or wet
materials
39• insect problems. This is also a one- budgets. Whether these costs are actually
time cost and results in fewer flying budgeted as a pest control expense or
insect problems and a savings in under some other budgetary category
years to come. depends on the budgetary format of the
• Stepping up structural maintenance school system. School systems with an
to correct such situations as leaky active maintenance and repair program
pipes. This effort reduces future may be able to absorb these activities
maintenance problems, prevents within the current budget.
pest problems, and saves money in Procurement
the long term.
• Training and/or certifying staff in Successful practice of IPM relies on
IPM. The amount of information accurate record keeping, which leads to
necessary to implement IPM is more efficient procurement. As the IPM
Successful practice of greater than that required for program progresses, predictable events
• conventional pest control. As a and pest control needs will be identified.
IPM relies on accurate Close consultation with the pest manage-
• consequence, training or certifying
record keeping staff in IPM will probably increase ment specialist is essential for good
costs. decisions on purchases within the budget.
• Re-landscaping the area adjacent to Some non-pesticide products, such as
buildings to discourage pests. traps, can be stocked to reduce purchas-
es in future years, but few savings can be
In the long term, these repair and
realized by purchasing pesticides in bulk.
maintenance activities will reduce overall
It is probably best to keep no more than
costs of the pest control operation, as
a 60-day pesticide inventory to assure
well as other maintenance and operating
product freshness and to avoid limiting
40cash flow. Pest managers should be able • Know cultural or alternative
to anticipate needs to fit a 60-day buying methods.
schedule. • Know recommended methods of
judicious pesticide application.
“In-House” or Contracted Services
• Know the hazards of pesticides and
IPM programs can be successfully the safety precautions to be taken.
implemented by “in-house” school
• Know the pesticide label’s precau-
employees or by contracting with a pest
tionary statement(s) pertaining to
control company. A combination of
exposure to humans or animals.
in-house and contracted functions may
be mixed and matched to the needs and “In-House” Services”
capabilities of the school system. Both
approaches have advantages and disad- One of the most important tasks for an
vantages. Individual school systems must in-house program is training staff to
decide what is best for them given their function within an IPM context. Univer-
unique circumstances. Whether you sities and State Cooperative Extension
choose in-house or contracted services, Services have the expertise to meet most
pest management personnel should be IPM training needs. Needed training
trained to-- materials that are not already available
can be developed jointly between the
• Understand the principles of IPM. School District and the Extension Service.
• Identify pests and associated prob-
lems or damage. Contracted Services
• Monitor infestation levels and keep Pest control firms should work with the
records. pest manager and the responsible school
official to solve pest control problems.
41Use of an outside pest control firm may The pest management services contract
increase costs but eliminate the need should include IPM specifications.
to hire and train personnel and store Contracts should be written to provide
pesticides. The contract should specify expected results. Pest management
the use of IPM principles and practices objectives specific to the site should be
in meeting pest management objectives. jointly developed, agreed upon, and
written into the contract. Any special
When choosing a pest control firm, health concerns (such as those for
contact your local Better Business children, or for individuals with aller-
Bureaus or state regulatory agencies for gies, etc.) should be noted and reflected
information about whether they have in the pesticides that can be utilized, or
received complaints about a pest control excluded from use.
company. State regulatory agencies can
IPM programs use also provide information on pesticide
current, comprehensive applicator certification.
information on the
life cycles of pests and
their interactions with
the environment.
42For More Information Operators provide the medical, veteri-
nary,
For additional copies of this document, and professional communities and
contact— the general public with-
• Public Information Center • Information on recognizing and
U.S. Environmental managing pesticide poisonings.
Protection Agency • Referrals for laboratory analyses,
401 M Street, SW investigation of pesticide incidents,
Washington, DC 20460 and emergency treatment informa-
• Field Operations Division (H7506C) tion.
Office of Pesticide Programs • Tips for using pesticides correctly.
401 M Street, SW • Clean-up and disposal procedures,
Washington, DC 20460 and much more.
For information about pesticides,
contact—
• National Pesticide
Telecommunications Network
1-800-858-PEST (toll-free)
8 a.m. to 6 p.m.
Central Standard Time.
43United States Environmental Protection Agency (H7508C) Washington, DC 20460 Official Business Penalty for Private Use $300
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