Bio-Security Proficiencies Program for Young Producers

1. Bio-Security Proficiencies Program for Young Producers Improving practices to mitigate disease transmission and associated financial risks through experiential learning. Martin H. Smith, M.S., Ed.D. Associate Specialist in Cooperative Extension University of California, Davis

2. Bio-Security: A National Issue National and state agencies/institutions have identified bio-security in animal agriculture as a high priority. USDA: Long-term goal of safeguarding animal production industry. CDFA: Focus on whole-farm approach to herd health management through risk assessment, prioritization, and action; professional development and education materials. UC ANR: Strategic Initiatives: safe and secure food supplies; managing endemic and invasive pests and diseases.

3. Bio-Security and Backyard Operations Backyard flocks and herds are bio-security risks. Small producers (e.g., hobbyists; non-commercial) represent a risk to commercial agriculture (e.g., 2002-2003 Exotic New Castle outbreak). Improving bio-security practices among backyard operations is critical to prevent the introduction or reintroduction of economically important diseases.

4. 4-H Animal Science Approximately 30,000 youth participate in 4-H Animal Science projects annually in California; nationally, this number exceeds 2,300,000. 4-H Animals, particularly livestock, are commonly shown at public fairs and exhibitions (average = 2.5 per season). 4-H Animal Science project animals (livestock) are most commonly kept as part backyard herds (66%). Average “backyard herd” size = 8.6 animals; same or mixed species.

5. Bio-Security Risks at Public Venues Data from State Fair and eight county fairs in north central California revealed disease transmission risks associated with exhibition practices (Smith & Meehan, 2012). Risks include: Visitor Interactions Animal Pens (e.g., water, tools, bedding, vectors/vermin, food) Wash Racks Judging Arenas

6. Public Venues: Disease Outbreaks 2012.Influenza A (H3N2) and variant (H3N2v) viruses at county fairs in Midwest (e.g., OH, IN); swine and swine exhibitors affected; swine exhibitions canceled at 2012 Indiana State Fair. 2011. Fifty-four horses potentially exposed to equine herpes virus (EHV-1) at Western National Championship cutting horse competition in Ogden, UT. In California, 12 confirmed cases of EH Myeloencephalopathy among horses that participated in competition; five counties; one horseeuthanized. 2008. Twenty-four of 133 dairy cattle housed in one barn contracted malignant catarrhal fever and died; source of the virus was infected lambs owned by youth exhibitors.

7. Bio-Security and Youth Education University of California Division of Agriculture and Natural Resources (UC ANR) Strategic Vision 2025 (http://ucanr.edu/files/906.pdf). Guiding document to help address wide range of new and existing challenges in California. Nine Strategic Initiatives for the 21st Century. Initiative to Ensure Safe and Secure Food Supplies Initiative for Managing Endemic and Invasive Pests and Diseases Initiative to Increase Scientific Literacy

8. Bio-Security and Youth Education Curriculum research, development, and testing; educator professional development. Relevant curricula: Bio-Security in 4-H Animal Science* (Smith, M.H., Meehan, C. L. et al. 2011) (https://ucanr.org/freepubs/freepubsub.cfm?cat=36&subcat=12) Pre-Harvest Food Safety in 4-H Animal Science* (Smith, M.H., Meehan, C. L. et al. 2011) (in press) Youth Development through Veterinary Science* (Smith, M.H., Meehan, C. L. et al. 2009)(http://anrcatalog.ucdavis.edu/Items/8372.aspx) *Funded by grants from UC ANR, CDFA, and USDA Formula Funds

9. 4-H Bio-Security Proficiencies* Build upon and augment 4-H curricula. Introduce opportunities to develop advanced problem-solving skills. Enhance youth scientific literacy through the authentic application of knowledge and skills. Address UC ANR Strategic Initiatives. *Funded through a grant from CDFA; supplemental activities and outcome testing funded through a grant from the Western Center for Risk Management Educationat Washington State University.

10. Bio-Security Proficiencies in 4-H Sequence of five proficiency levels; scaffold knowledge and skills. Promote the acquisition of knowledge and skills through the Experiential Learning Cycle that includes: Active engagement through “hands-on/minds-on” experiences (Confrontation). Opportunities to reflect on experiences (Assimilation). The application of knowledge and skills to authentic situation (i.e., using new knowledge and skills to make decisions and solve problems) (Accommodation.)

11. Learning: A Continuous Process Grounded in Experience Knowledge is continuously derived from and tested out in the experience of the learner (Kolb, 1984, p. 27). Learning is an ongoing process that, by its nature, is a tension- and conflict-filled process. At one extreme, learning involves active engagement; at the other extreme, it revolves reflective observation.

12. The Learning Cycle and Knowledge Construction Confrontation: The process of active engagement should create cognitive dissonance (the “groan zone”), violating expectations and creating some level of doubt and uncertainty for learners. Assimilation: Reflection provides opportunities to challenge prior understanding and address skepticism related to new understanding. Learning is a social endeavor; it is important to reflect from multiple perspectives. Accommodation: The use of new knowledge and skills to make decisions and solve problems in authentic settings. Allows learners to adjust and solidify their new/revised understanding. This helps make “learning last.”

13. The Learning Cycle and Knowledge Construction Confrontation: The process of active engagement should create cognitive dissonance (the “groan zone”), violating expectations and creating some level of doubt and uncertainty for learners. Assimilation: Reflection provides opportunities to challenge prior understanding and address skepticism related to new understanding. Learning is a social endeavor; it is important to reflect from multiple perspectives. Accommodation: The use of new knowledge and skills to make decisions and solve problems in authentic settings. Allows learners to adjust and solidify their new/revised understanding. This helps make “learning last.”

14. Bio-Security Proficiency Level 1 Group Experience: Complete Biosecurity: Assessing and Preventing the Spread of Disease Activity(Smith et al., 2011). Review Endemic and Foreign Animal Disease Matrix Individual Experience: Complete Animal Health Assessment Activity(Smith et al., 2009). Application: Complete two weeks of health journaling on own animal. Submit completed individual experience and completed health journal to project leader.

16. Bio-Security Proficiency Level 2 Group Experience: Complete Assessing Critical Control Points Associated with Disease Transmission Activity(Smith et al., in press). Review on-farm Bio-Security Risk Assessment Tool (Smith et al., 2011). Individual Experience: Complete “Risk Assessment: A Picture Says a Thousand Words” Activity (Smith et al., 2011). Application: Complete on-farm Bio-Security Risk Assessment; document using photos or video. Present completed individual experience and Bio-Security Risk Assessment to project leader.

22. Bio-Security Proficiency Level 3 Group Experience: Complete Risky Business & Bio-Security and Financial Risk Activities*. Individual Experience: Complete Developing a Plan for Change in Bio-Security Practice Activity. Application: Implement and document Plan for Change in Bio-Security Practice with photos or video. Present completed Plan for Change in Bio-Security Practice to project leader. *Activities developed through funding from the Western for Risk Management Education at Washington State University.

23. Risky Business & Bio-Security and Financial Risk What is risk? What type of risk taker are you? Positive and negative consequences of risks. Probability and risk. Disease Risks: Mechanisms of Disease Transmission. Financial Risks: Production; Market and Price. Strategies to Manage Financial Risks: Record Keeping; Budgeting; Animal Health Management & Bio-Security Measures.

24. Bio-Security Proficiency Level 4 Group Experience: Discuss options and create plan for public presentation on Bio-Security. Develop public presentation. Group Application: Deliver public presentation.

25. Bio-Security Proficiency Level 5 Group Application (Capstone Event): Work collaboratively with fair representatives to develop a plan to improve education outreach and bio-security practices at county fair/exhibit. Work collaboratively with fair representatives to implement plan to improve education outreach and bio-security practices at county fair/exhibit.

26. Bio-Security Proficiency Project for Beginning Producers in California 4-H Three county 4-H Programs in California participated in implementation and evaluation project: Kern, Merced, & Siskiyou. County 4-H staff recruited adult 4-H volunteers. 4-H volunteers recruited 4-H youth participants. County 4-H staff and adult 4-H volunteers participated in professional development on the implementation of the Bio-Security Proficiencies. *Project funded by the Western for Risk Management Education at Washington State University.

27. Bio-Security Proficiency Project for Beginning Producers in California 4-H Project Implementation: 2011-2012. Bio-Security Proficiency Levels 1-4 evaluated. Bio-Security Proficiency Level 5 was optional.

28. Evaluation Three forms of evaluation were conducted over the course of the project. Surveys following each Proficiency Level (1-4) designed using a post-as-pre format and completed by youth. Authentic assessments built into proficiency activities, including written work completed by youth. Surveys following public presentations designed using a post-as-pre format and completed by adult attendees.

29. Results: Participation *Participants reported at Proficiency Levels 1-5 represent the number of youth that completed all activity and authentic application requirements. **Community Members represent the total number of attendees at public presentations youth participants delivered as part of completion of Proficiency Level 4.

30. Post-as-Pre Surveys* were offered to all participants at the end of each Proficiency. *Participation in all surveys was voluntary (IRB stipulation). Example Post-as-Pre Survey Question: Evaluation: Surveys

31. Selected Survey Results Paired t-tests were used to compare “pre” and “post” survey scores (1-4). Results reported are significant at p<0.01 Improved understanding of disease transmission. (n=54) Improved understanding of how to keep health records. (n=54) Improved knowledge of the bio-security risks in home farm environment. (n=50) Improved ability to identify the financial risks associated with bio-security practices. (n=25) Improved ability to prioritize bio-security risk reduction goals. (n=25) Improved ability to communicate about bio-security with peers. (n=23)

32. Results: Authentic Assessment Development and Implementation of an On-Farm Bio-Security Risk Reduction Plan Perform a Bio-Security Risk Assessment of home farm. Develop a Risk Mitigation Plan. Discuss the Risk Mitigation Plan with an adult family member. Prioritize risks and select two risks to mitigate. Implement mitigation; document change.

33. Risk Identification

34. Risk Analysis Table Risk Analysis and Mitigation

35. Describe the Risk: Many flies, mosquitoes, and mouse droppings visible in the barn, feed shed, and surrounding yard. Water collects on the ground near the spigot on the outside of the barn and near the barn entrance after it rains. Standing water could be a breeding area for insects. Describeyour Detailed Plan to Reduce the Risk: Set mouse traps in feed shed. Hang fly paper every 25 square feet in barn. Hang bug zapper near barn. Patch holes in feed shed. Fix water spigot to stop leaking. Level ground and place gravel near barn entrance to prevent pooling of water after rain. Detailed Risk Mitigation Plan(Vector/Vermin)

36. Detailed Risk Mitigation Plan Describe the Investment Required (include money, supplies, help from friends or parents, etc.) :  Need a ride to the hardware store to get supplies. Need adult’s help to fix the spigot. 4 mouse traps = $10 8 fly paper traps = $5 Bug Zapper and extension cord = $35 Scrap wood and nails = free Gravel (25 square feet x 2 inches deep) = $40 Plumbing supplies = TBD

37. Detailed Risk Mitigation Plan Describe your Expected Outcomes: I expect that there will be an immediate reduction in the amount of flies in the barn, but I will need to replace fly paper on a regular basis. The bug zapper might be more effective, but I’m not sure if we can run an extension cord safely to the barn. Describe the Potential Challenges of this Plan: Mouse dropping should decrease if we can trap them or cause them to move away if we prevent access to the feed shed by patching holes. If we can’t trap them, they may just move into the barn to access the feed there. Placing traps in the barn will be challenging because I don’t want the sheep to be able to access them. Maybe we can find some out of the way areas to place additional traps. If we can eliminate the standing water, we should be able to reduce the number of mosquitoes. Do not know how expensive it will be to fix the spigot.

38. Proficiency Level 4: Public Presentations Six community presentations were delivered and attended by 140 adult community members. Voluntary survey was completed by 63 attendees. Of the presentation attendees, 41% were active in animal agriculture either as producers or hobbyists. Other attendees included parents of 4-H participants, local government representatives, 4-H staff, fair board members, and representatives of agricultural associations.

39. Attendee Survey Results Survey respondents from public presentations reported: Improved understanding of the modes of disease transmission. Improved in knowledge of critical control points in disease spread. Increased understanding of the financial risks related to biosecurity practices among young producers. Of those who identified themselves as active in animal agriculture, 95% reported that the information presented by the youth was directly applicable to their own practices.

40. Cleaning and Disinfecting • All pens, tie stalls, wash racks and scales were cleaned and disinfected with a bleach solution that was sprayed on all surfaces.  Education and Outreach • Participants spoke with fair attendees and other youth regarding bio-security practices. Proficiency Level 5 Siskiyou County Fair

41. Acknowledgements California Department of Food and Agriculture UCCE Kern, Merced, and Siskiyou County 4-H Programs United States Department of Food and Agriculture University of California Division of Agriculture and Natural Resources University of California School of Veterinary Medicine Western Center for Risk Management Education

42. Contacts Martin H. Smith, M.S., Ed.D. Departments of Human Ecology and Population Health & Reproduction University of California, Davis mhsmith@ucdavis.edu Cheryl L. Meehan, Ph.D. Department of Population Health & Reproduction University of California, Davis clmeehan@ucdavis.edu