What is IPM?

1. Minnesota Department of AgricultureSchool Integrated Pest Management(IPM)Contact: Jean Ciborowski, 651-297-3217Funding provided from the MN Future Resources Fund as recommended by the Legislative Commission on Minnesota Resources

2. An environmentally sensitive approach to managing pest problems that takes advantage of all suitable pest management options. What is IPM?

3. Goals of Presentation • To introduce school personnel to integrated pest management principles and • Provide school personnel with practical tools and resources to implement IPM in the school setting

4. Integrated Pest Management (IPM) is • Managing pests using a balanced combination of tactics (cultural, mechanical, biological, chemical) to prevent pests or reduce pests to a tolerable level • pesticides used judiciously to minimize health and environmental risks

5. What does IPM do? • Prevents pest damage to school buildings and property • Prevents or minimizes environmental risks • Minimizes pesticide use and avoids unnecessary pesticide exposure

6. Definition of Pest • an insect, rodent, nematode, fungus, weed, terrestrial or aquatic plant, animal life, virus, bacteria, or other organism designated by rule as a pest, • except a virus, bacteria or other microorganism on or in living humans or other animals. As defined in Minnesota Statute 18B.01 Subd 17)

7. IPM Goal To combine pest management strategies to maximize human health and protect the environment Steps to a Successful IPM Program • Identify pest problems • Monitor school and grounds to find when and where pests are present • Establish thresholds for each pest (number of pests too high to be acceptable), when and what corrective action should be taken • Evaluate results

8. Contributions by School Administrators • Establish an IPM policy and plan • Promote staff IPM training • Ensure coordination and integration of healthy school programs • Indoor air quality • Tools for schools • Bleacher safety

9. Staff contributions • Leave pest control and pest management to trained professionals • Do not move sticky traps or other pest monitoring products • Do not prop open windows or screens • Remove trash, especially food • Keep areas dry • Clean up standing water or wet items Suggestions from Maryland Department of Agriculture

10. Store animal food in tightly sealed containers (screw cap jars are best) Clean refrigerators, microwaves and vending machines Avoid use of shelf paper Remove infested materials or food items from building Store instructional food items in tightly sealed containers dried beans for counting or seeds Staff--more Suggestions from Maryland Department of Agriculture

11. Students • Clean up leftover food • Do not leave food in locker • Do not put gum under desks • Remove paper clutter • Keep food and beverages in approved areas • Report pests, if noticed, to teacher Suggestions from Maryland Department of Agriculture

12. A successful school IPM program depends on cooperation and communication from everyone involved.

13. A Successful Pest Needs • Food • Water • Shelter Reduce pesticide use by reducing pest populations.

14. When action must be taken Modify habitat—to make the area less hospitable, remove or reduce food and water and/or shelter • Use non-chemical tactics when possible Structural (exclusion); Physical (sanitation) Mechanical (vacuum); Cultural (fertilizing) If pest population is too high or hazardous, chemical control may be needed • Use least toxic product possible • Follow label directions –IT IS THE LAW • Keep records to track successes and problems

15. 4 steps of IPM • Inspect • Identify • Take action (action thresholds) • Evaluate

16. Structural Pest Management

17. Sample Comments from an Initial Inspection • Planters have no drainage-could attract flies • Bird nest in the lights could be avoided with a finer screening • By back door, seal cracks along the foundation • Tall weeds along fence lines near athletic fields • Some areas near steps mowed too short • Be aware of bees with high levels of clover • Some student coat hooks are close enough for head lice transfer • ETC.

18. Step 1: The Inspection • Mirror • Flashlight • Screw Driver • Flushing Agent • Inspection form and clipboard 5 essential inspection tools

19. Routinely, look for • Evidence of pests • Unsanitary conditions • Correctable Conditions • Leaky pipes • Unsealed cracks • Spilled food • Gaps under doors • Others ?

20. Step 2: Identification • need to know pest/problem to determine appropriate control methods

21. Step 3: Taking Action

22. ACTION THRESHOLD Cost of pest activity Cost of pest management Risk to Health Economic Aesthetic Risk to Environment

23. Who Determines Action Threshold ? Is policy set by • district, • principal, or school board

24. Management Methods • Short or long term results • Must change habitat for long term solution • Eliminate food, water and/or shelter • Correct structural problems that permit pest entrance. • Screens • Caulking

25. Short Term Methods • Light traps • Sticky boards • Vacuums • Snap traps, etc • Biological -- insect parasites • Chemical • pesticides • baits • liquid sprays

26. Chemical Methods • Broadcast sprays • rarely used indoors in schools

27. Chemical Treatment Strategies • Baits • safer and use less pesticides • Spot sprays • area 2ft2 • Direct treatments • to reach inaccessible areas like cracks Photo courtesy of Plunkett’s Pest Control Co.

28. Step 4Evaluation • What worked, what didn’t and why • Continuing problems

29. Pest Control File By law, schools must • Have available an estimated schedule of pesticide applications (for categories I, II, or III) • Maintain records of notifications for six years • Keep labels and Material Safety Data Sheets of all pesticides used For school use, include Log of pest complaints Service reports Contract specifications—if pest control firm used Property diagram

30. IPM Tactics in the Landscape Evaluate Take action Identify Inspect

31. Examples of Landscape Pest Management Strategies • Cultural • Mowing grass at proper height and frequency • Monitor irrigation and soil drainage • Reduce soil compaction and improve aerification • Mechanical • Hand removal, cultivation, and mulching • Edging

32. If pesticide treatments are necessary • Evaluate products for effectiveness and toxicity • use methods that minimize unnecessary pesticide exposures, where possible • Use chemical dyes to inform students and staff of chemical application • Provide notification or posting, as required by label or law • Allow only properly trained individuals to apply the appropriate product.

33. Anticipate problems and plan ahead

34. Design to prevent pests • Buildings Screens Doors • Landscapes Mow strips at fence lines High traffic areas Playgrounds Foundation plantings

35. Drawbacks of IPM • More time and commitment, requires group effort • Additional paperwork and communication • May have up-front costs to repair or improve facility • Further training for personnel

36. Benefits of IPM • Detects, identifies and manages potential pest problems • Promotes clean, well-maintained facilities and landscapes • Minimizes health and environmental risks • Provides long-term solutions

37. Parents Right to Know Act 2000 • Requires public and nonpublic schools that plan to apply pesticides specified in the law [toxicity levels I, II and III] to notify parents and employees

38. Signal Words for Toxicity Classes Labeled • Caution (Class III or IV) • Warning (Class II) or • Danger or danger/poison (Class I), • Danger/Poison--skull and crossbones

39. Caution: Both Categories III and IV • Category III chemicals included in notification law, not category IV • Complication: EPA may change required labelling of category IV (by all routes of exposure) with “Caution” signal word. Caution may be used, but not mandated. Best source of information on the categories. http://cfls.state.mn.us/pesticide

40. Legislation requires that • general notice be made to parents and employees by Sept. 15 each year • estimated schedule of pesticide applications is available • parents may request to be notified in the manner specified before pesticide applications are made on days other than those specified in the estimated schedule • pesticide to be applied, time and location of planned application

41. Registry of School Pest Management Coordinators • MDA must establish and maintain a registry of school pest management coordinators. • MDA will provide information to school pest management coordinators on pest management techniques and programs, including model school policies; proper pesticide use, storage, handling, and disposal; and other relevant pesticide and pest management information. • Effective August 1, 2002

42. Licensing for Pesticide Applicators Minnesota Department of Agriculture Agronomy & Plant Protection Division 90 West Plato Boulevard St. Paul, MN 55107-2094 Telephone: 651-297-2746 Fax 651-297-2271 www.mda.state.mn.us

43. Poison Control Center A new national toll-free hotline number to reach a poison control center from anywhere in the United States has been established, at 1-800-222-1222