INTEGRATED PEST MANAGEMENT - North Carolina State University
INTEGRATED PEST MANAGEMENTFOR NORTH CAROLINA SCHOOLSDepartment of Crop Science
Godfrey Nalyanya, Extension Associate, Urban IPMMichael Linker, IPM Coordinator, College of Agriculture and Life SciencesMichael Waldvogel, Extension Entomologist, Department of EntomologyCoby Schal, Blanton J. Whitmire Professor, Department of Entomology500 copies of this public document were printed at a cost of 3,525.00 or 7.05/copy.Published byNorth Carolina Cooperative Extension ServiceDistributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Employment and program opportunities are offered to allpeople regardless of race, color, national origin, sex, age, or disability. North Carolina State University and North Carolina A&T StateUniversity, U.S. Department of Agriculture, and local governments cooperating.8/02 - JLE03-39099AG-631
CONTENTSIntroduction . 3Part One. What Is Integrated Pest Management? . 4Part Two. Adopting an IPM Program . 7Step 1. Understanding the Importance of an IPM Policy . 7Step 2. Identifying Roles and Responsibilities . 9Step 3. Setting Pest Management Objectives . 12Step 4. Deciding When to Take Action . 12Part Three. Implementing a School IPM Program . 14Step 1. Monitoring, Record-Keeping and Pest Identification . 14Step 2. Choosing IPM Action Strategies . 18Step 3. Evaluating the IPM Program . 25Part Four. Sample Forms1. Pest-Sighting Log . 282. IPM Inspection Report . 293. General Facility Checklist . 304. Cafeteria Inspection Checklist . 35Part Five. How to Develop Bid Invitations for Integrated PestManagement Services in Schools . 37Contract Specifications Guide . 38Part Six. Resources . 45Acknowledgments:Drawings used in this manual were contributed by students at Oak Grove ElementarySchool, Cary, North Carolina.Funding for this manual was provided, in part, by the North Carolina Department ofAgriculture and Consumer Services.The pest management professionals serving on the North Carolina School IPM Committeecontributed many helpful suggestions during the preparation of this manual.
Integrated Pest Managementfor North Carolina SchoolsINTRODUCTIONIn general, most people are repulsed by pests and have low tolerance for pests. Pests are anuisance: they damage property, destroy and contaminate food, and can be involved in thetransmission of diseases. Recent research has indicated that children are especially at risk topests. For example, cockroaches and their remains are recognized as a source of allergens thatcan cause asthma in children. Because cockroaches are associated with unsanitary conditions,they can harbor micro-organisms that could potentially cause diseases. Mosquitoes, flies, ticks,fleas, rodents, and birds are involved in transmission of disease-causing viruses, bacteria, andfungi.There is no doubt that pest control is necessary to safeguard the health of children and otheroccupants of school buildings and to prevent pests from damaging school property. However,conventional pest control by widespread application of pesticides can expose children topesticide residues. Compared to adults, children are more at risk from pesticides because oftheir rapid growth, small body size, and habits. Younger children may spend considerable timeon classroom floors; they touch various surfaces and objects; and they put their hands intotheir mouths without washing them. These behaviors increase their potential for inadvertentexposure to pesticides.As parents have become aware of the potential hazards to children from the pesticides used inschool pest control programs, they have pressured schools to use alternative approaches thatare effective and safer around children. To reduce the impact of pests and pesticides on thehealth and well-being of school children and other school occupants, the federal governmenthas recently adopted regulations that require all schools to adopt programs of Integrated PestManagement (IPM).This manual providesgeneral information onIPM principles andimplementation for PestManagement Professionals (PMPs) andschool personnel.Torri Shelley
4 IPM for North Carolina SchoolsPart One:WHAT IS INTEGRATED PEST MANAGEMENT?DefinitionIntegrated Pest Management (IPM) is a comprehensive approach that combines effective,economical, environmentally sound, and socially acceptable methods to prevent and solve pestproblems. IPM emphasizes pest prevention and provides a decision-making process fordetermining IF pest suppression is needed, WHEN it is needed, WHERE it is needed, andWHAT control tactics are appropriate. The term integrated in IPM stands for the combination (integration) of multiple control tactics biological, physical, cultural, and chemical intoa comprehensive plan.GoalThe overall goal of IPM in schools is to maintain a high quality environment for schooloccupants by reducing pest problems using safe, effective, and socially acceptable strategies.To do this, an IPM approach seeks to address the root cause of the pest problems at a particular site. The keys to IPM are: knowing the specific life-sustaining resources (food, water, and shelter) and conditions(temperature, humidity, light, air, etc.) needed by each pest (Figure 1). identifying the availability of those resources in the school environment and understanding the behavior of the pests in finding these resources.IPM looks for the weak links in the pest s biology and behavior (life cycle, food and habitatpreferences and sources, how it feeds, mates, reproduces, and disperses). It then exploits theseweaknesses to manage the pest byaltering or removing one or more of thebasic necessities. For example, sanitaFoodtion removes food and water, caulkingeliminates cracks and crevices, andsealing off entry points into buildingsdenies pests access to potential harborage sites.W aterPEST ACTIVITYFeedingM atingReproductionShelteringDispersalEtc.Figure 1. The major environmental requirements for pestsurvival and reproduction.ShelterPhysical Resources(Tem perature, Air,Light, Hum idity)IPM programs never use pesticides ona predetermined schedule, but onlywhen and where monitoring indicatesthat the pest population has reached alevel that will cause economic oraesthetic damage, or medical injury(see Important Terms, page 6). If apesticide treatment is needed, thematerial, the application method, andtiming are chosen to be effectiveagainst pests and safe for humans.Chemicals are used in the least toxicform (active ingredient and/or formulation) that is effective against the pest.Placement or application techniques(e.g., crack and crevice treatments) areselected to minimize human exposure.
IPM for North Carolina Schools 5Educational strategies are used to enhance pest prevention and to build support for the IPMprogram.School IPM relies on monitoring techniques to determine pest location and action levels, and itrequires cooperation from students, staff, and administrators who know about the principles ofIPM. Monitoring data are used to select appropriate tactics, determine the best implementationprocedures, and evaluate effectiveness of pest management measures.There are four basic IPM strategies: pest exclusion. pest population reduction. combination of pest exclusion and population reduction. no immediate remedial action; continue-monitoring strategy.Pest exclusion and population reduction can be accomplished through awide range of methods. Particular methods are often specific to the pestproblem and location.Four categories of control methods can be combined to develop a schoolIPM program:Cultural controlThe goal of cultural control is to remove or prevent pests from accessingsuitable habitats and sources of food, water, and shelter. Cultural controlrequires modification of people s behaviors that make pest problems worse.For example, changes can be made in sanitation practices, cleaning schedules, recycling, garbage disposal, inspection procedures for incomingproducts, storage practices, and the reporting of pest sightings. It is criticalto have a clear understanding of the pest problem and changes needed toalleviate the problem and a clear assignment of responsibility for implementing control measures. A written description of the problem and planof action are often helpful.Trent ChabotMethodsAfter implementation of an IPMprogram, this Tshirt might say: SOME bugs arepests. Physical controlThe goal of IPM is to make it impossible for pests to enter and establish a population in astructure. This means using site-specific physical means to exclude, repel, or deter pests.Prevention through exclusion begins with a thorough inspection to locate possible points ofentry, potential harborage areas where pests live and hide, and sources of food and water.Other tactics for physical control of pests include altering the light, temperature, and/orhumidity levels in parts of the structure to make them unfavorable for pest habitation.Biological/microbial controlBiological and microbial control uses beneficial organisms such as pathogens to control pests.At present, effective microbial control agents for indoor pests are not available, but research isunder way to improve the effectiveness of Metarhizium anisopliae for cockroach control and todiscover new biological agents.Chemical controlCurrently, pesticides are the mainstay of pest control in school buildings. In IPM programs,however, use pesticides only as a last resort when other possible control strategies are not fullyeffective or practical. Always use the least toxic chemical formulations, and apply theseproducts in accordance with their labels.
6 IPM for North Carolina SchoolsImportant TermsAction: Any measure taken to control a pest population, including biological, cultural, physical, andchemical measures.Action level or threshold: The level of pest infestation at which corrective measures must be taken.Aesthetic damage: Damage that affects appearancewithout affecting health. For example, annoyanceor embarrassment from visibility of a pest people just don t like to see cockroaches.Aesthetic pest: A pest whose mere presence isobjectionable.Monitoring: A series of regular and ongoing inspections to assess and record pest presence,population levels, damage, or conditions contributing to pest problems.Materials Safety Data Sheet (MSDS): A formprepared by the manufacturer or distributor of anyhazardous material that provides detailedtechnical and safety information on the use of andexposure to the chemical product.Pathogen: An organism (e.g. bacteria or virus) thatcauses disease in another organism.Bait: A pesticide formulation that combines an edibleor attractive substance with a pesticide.Pest management strategy: An overall plan forpreventing, eliminating, or alleviating pestproblems.Economic damage: Damage severe enough to causean economic loss. In the school setting, this mayinclude structural damage or loss of food due torodent or insect contamination.Pest management tactic: A specific pest controlmethod utilized as part of a pest managementstrategy (caulking, sanitation, baiting, etc.).Harborage: Refuge or shelter; hiding places for pests(e.g. cracks and crevices for cockroaches).Pheromones: Chemical substances produced bysome organisms, including insects, for communication within the species.Inspection: Careful examination of an area to assesspest presence, damage, and conditions that maycontribute to pest problems.Logbook: A record-keeping book placed in a specificlocation in a school where occupants record pestsightings, relevant observations, and requests foraction. It also contains MSDS, service reports,and quality assurance reportsMedical injury: Illness or harm caused by pests orcarried or vectored by pests. For example, rodentsand flies can carry diseases; bees, wasps, andhornets can sting and cause allergic reactions,etc.Reduced-risk pest control options: Non-chemicalpest control options or pesticides with a lowmammalian toxicity (EPA classification CategoryIII and IV) or pesticide products with the signalword CAUTION on the label. Examples includebaits, dusts, and other materials formulated forplacement where there is minimal risk of humanexposure and maximal impact on the pest.Threshold: Same as action level.Treatment: Application of some pest control tactic toreduce or eliminate a pest population.
IPM for North Carolina Schools 7Part Two:ADOPTING AN IPM PROGRAMThe development of an IPM program generally occurs in two phases: the start-up or adoption phase and theoperational or implementation phase.The start-up phase can be divided into four steps:1. Come to a consensus with key decision makers about the need for the IPMprogram and then adopt an IPM policy.2. Agree on the roles and responsibilities of members of the school communityand the pest management professional.3. Engage the entire school community in establishing pest managementobjectives.4. Set or adopt realistic, acceptable action levels that can promote achievementof the established pest management objectives and goals.Step 1. UNDERSTANDING THE IMPORTANCE OF AN IPM POLICYA clear IPM policy is absolutely necessary for successful transition from a conventionalpesticide program to an Integrated Pest Management program. A policy statement clearlyexplains the intention of a school to implement an IPM program and provides specific goals,objectives, and expectations for the program and the education and involvement of staff andcontractors.The IPM policy should give highest priority to the protection of human health. It shouldspecify that decisions on pest management actions consider the full range of control optionsand place priority on the use of non-chemical management strategies whenever practicable andthe use of reduced-risk pesticides when chemical controls are needed. There are a number ofadvantages to having a written IPM policy: It improves the school district s decision-making process, resulting in more efficient,more effective, and safer resolution of pest problems. Administrators and other employees, as well as parents, become more informed aboutIPM and pest management by participating in formulating the policy statement. Pest management professionals get a better understanding of the school s goals andtheir role in the school IPM program. It provides procedural guidelines for the school to insure that federal, state, and schoolpolicies are followed each time a pesticide is used. It provides goals and expectations so that the performance, progress, and success ofthe program and personnel can be easily evaluated. It reduces conflict because goals, expectations, and guidelines are clearly stated. It allows participation of the whole community in developing the IPM program andprovides the school with an effective way to respond to questions from the public.
8 IPM for North Carolina SchoolsSample: INTEGRATED PEST MANAGEMENT POLICY STATEMENTStructural pests can pose significant problems for people and property. The pesticides that are usedin pest control are potentially risky. Integrated pest management is a proven approach that willeffectively control pests and also minimize risk to school occupants. It is therefore the policy of theschool district to adopt IPM programs or incorporate IPM proceduresinto the maintenance program conducted by the school system for the control of structural pests.Explanation of TermsPest: Any living organism (animals, plants or microorganisms) that interferes with human activities at theschool site.Pest management objectives: Pests will be managed:1. to reduce any potential human health hazard or toprotect against a significant threat to public safety.2. to prevent loss of or damage to school structures orproperty3. to prevent pests from spreading into the community orto plant and animal populations beyond the site.4. to enhance the quality of life for students and buildingoccupants.Integrated Pest Management (IPM): A comprehensiveapproach that combines effective, economical, environmentally sound, and socially acceptable methods toprevent and solve pest problems.Integrated Pest Management Plan: An IPM planidentifies important pests, establishes pest thresholds oraction levels, and outlines strategies that will be implemented to attain IPM program goals and objectives. Theplan provides a reference for pest management professionals, school staff, and others to assure implementationand compliance with the school s IPM policy.Pest Manager (pest management professional orschool maintenance person licensed to control pests inschools): This person should be familiar with the principlesand practices of IPM, be certified, and comply with theSchool District IPM policy and pest management plan.Integrated Pest Management Procedures: An IPMdecision based on information on the pest and situationshall consist of the following steps: inspection; pestidentification; pest-population estimation to check againstestablished action levels; selection of appropriate management tactics; monitoring and assessment of effectiveness of pest management strategy. Integrated pestmanagement may include education, exclusion, sanitation, maintenance, physical and biological strategies orappropriate pesticide applications. If a pesticide must beused in order to meet pest management goals, thenreduced-risk formulations will be chosen and applied usingmethods that minimize inadvertent exposure. Althoughcost of control methods will be a factor, cost or staffingconsiderations alone will not be adequate justification foruse of chemical control agents, and non-chemical pestmanagement methods will be preferred. The application ofpesticides is subject to the School District policies andprocedures, U.S. Environmental Protection Agency (EPA)regulations, Federal regulations, and Occupational Safetyand Health Administration regulations(OSHA).School facilities planning and maintenance: Theschool district shall include pest management considerations in facilities planning and maintenance. Any landscaping, structural modifications, and sanitation changesrecommended by the IPM contact person and the contracted pest management professional to reduce orprevent pest problems shall be addressed in a timelymanner as budgets permit, for example, proper placementand types of lights to reduce pest entry into buildings,placement of dumpsters, pest-proof design for doors andventilation systems, landscape designs that discourageindoor pests, etc.Education: Staff, students, pest managers, parents,and the public will be informed about potential school pestproblems, school IPM policies and procedures, and theirrespective roles in achieving the desired pest management objectives.Record-keeping: Records of all pest managementactivities shall be maintained. These include, for example,inspection records, monitoring records, pest surveillancedata sheets or other indicators of pest populations, and arecord of structural repairs and modifications. If pesticidesare used, records shall be maintained on site to meet therequirements of the state regulatory agency and SchoolBoard.Notification: School staff, students, and parents mayrequest notification when certain types of pesticidetreatments are made. Notices will be posted in designatedareas at school and sent home to parents who wish to beinformed in advance of these applications.
IPM for North Carolina Schools 9Step 2. IDENTIFYING ROLES AND RESPONSIBILITIESThe success of any IPM program depends on the cooperation of all the people involved. In theschool setting, this includes administrators, board members, teachers and other staff, studentsand parents, and, if pest management services are contracted, Pest Management Professionals(PMPs). Representatives from all of these segments of the school community must beinvolved in the IPM program from the beginning in order to foster ownership of the process and the program. When the respective roles of all the peopleinvolved are identified and agreed upon, and when these people communicatewell with each other, policy goals can be met. leaving chemical pest control to licensed applicators. not disturbing monitoring devices, for example, not moving sticky traps orother monitoring devices from their designated stations. making sure that screens, windows and doors or other openings are not leftopen unnecessarily. recording in the log books all pest sightings or conditions that may beconducive to pest infestation.School PersonnelCourtney WebsterSchool administrators, teachers, staff, and students can help to achieve pestcontrol objectives by:School users shouldnot take pest controlmeasures into theirown hands.Administrators and decision makersAdministrators and decision makers should understand the legal consequences of improperpesticide use, pesticide safety issues, and decision-making about pesticide products and theirappropriate use for the school or district. This group may include not only superintendents andboard members, but also purchasing agents or contracting officers.The role of administrators is to: establish a clear IPM policy for their schools and implement it. select a qualified IPM contact person or coordinator. authorize the IPM program, commit the resources needed for pest management, andselect a pest management professional who can meet the criteria of the IPM programas defined in the contract. determine whether IPM objectives are being met.The IPM contact person or coordinatorThe IPM contact person is at the center of the IPM implementation process and is critical to itssuccess. The role of the contact person is to: oversee the daily operation of the program and evaluate progress in achieving pestmanagement objectives. serve as the primary contact for inquiries and provide information requested by schoolpersonnel, parents, legal guardians, and the general public about the school pestmanagement plan. keep both the school occupants and the decision-makers (management) informed aboutprogress in the implementation of the IPM program. maintain information about the scheduling of any necessary pesticide applications ineach school under the jurisdiction of the local educational agency.
10 IPM for North Carolina Schools keep accurate records about the IPM program, including the amount and location ofall pesticide treatments, dates of each treatment, level of effectiveness, IPM activities,pesticide-related complaints, needed structural and landscape improvements. work with administrators when formulating a contract for pest management servicesby contributing ideas about specific practices needed in their schools. Maintain and make available pesticide labels and materials safety data sheets(MSDS).OccupantsStudents and Teachers. The cooperation of students and teachers is essential to the success ofany IPM program. Classrooms and lockers are key sites for pest problems in school buildings.Without cooperation of students and teachers it isunreasonable to expect the IPM program to besuccessful in controlling pests.Students and teachers should: follow IPM guidelines for reporting pest problems. For example, record pest problems in thepest-sighting log sheets. report conditions that are conducive to pestsurvival in the building (leaky faucets, damagedtrash can lids, etc.).Cafeteria Staff. Food handling and preparationareas are the most crucial areas for pest manageThe success of an IPM programdepends on cooperation from ALLment because they provide all the life-sustainingschool users.resources and conditions (food, water, shelter, andwarmth) that pests need. It is critically importantfor cafeteria staff to understand the importance of good sanitation, kitchen management, andproper food storage in successful pest management. Cafeteria staff should also participate inperiodic IPM training.A well-trained cafeteria staff can: locate and eliminate pest harborage areas. record pest problems in the logbook. record in the logbook conditions that may be conducive to pests. store food in pest-proof containers. reduce the availability of life-sustaining resources by cleaning the kitchen, equipment,and utensils thoroughly, removing garbage promptly, etc.Maintenance Staff. Maintenance staff have significant roles in an IPM program. They aremost likely to see pests in and around the building, but often do not recognize conditions thatmay lead to pest problems. With training, maintenance workers can become instrumental in thesuccess of the IPM program since many pest problems are prevented or reduced through goodcultural practices inside and outside the building. With proper maintenance and landscapedesign, many pesticide applications can be avoided.Haley Schweizer clean up food leftovers, store pet food and snacksproperly in pest-proof containers (for example,plastic containers with tight-fitting lids), andmaintain uncluttered and clean classrooms,cubbyholes, lockers, and other storage areas.
IPM for North Carolina Schools 11Maintenance staff members are responsible for: reporting the location of pest problems. recognizing and correcting conditions, such as water leaks, potential pest entry pointsinto buildings, and substandard sanitation practices that may lead to pest problems.Parents and Community. Parents should be made aware of the current pest managementpractices in their children s schools. Active interest and concern on the part of the parents canmotivate the schools to do their best to provide effective and safe pest control. Parents and thecommunity can and should express their views to the IPM contact person, school administrators, PTA, and school board. Parents should have representation on school IPM advisorycommittees.Pest Management ProfessionalsThe pest manager should have technical training, knowledge, and experience in pest management. The PMP is an inspector, an identifier of pests, a communicator, a record-keeper, adecision-maker, and a guardian of the well being of students and staff. The pest managershould have a thorough understanding of the pest management contract (if services are contracted) and the school IPM policy and its implications.The PMP takes a much more active and interactive role in IPM than a conventional pesticideapplicator. In IPM, PMPs spend more time inspecting the school and communicating withschool workers than applying pesticides. The pest manager recommends and applies theappropriate pest management methods based on knowledge of the site and information aboutspecific pests and their biology.The pest manager should: be certified and licensed to conduct pest control. inspect the school site to identify pests, conditions, behaviors, procedures, and practices of school occupants that encourage pest presence. This information should bereported to the school IPM contact person with recommendations for changes that canhelp the pest management effort. monitor the site to identify pests and determine the level of pest presence. provide written pest management recommendations to the IPM contact person and takepest control actions necessary to achieve pest management objectives. If pests havereached the action level and a pesticide application is deemed necessary, then theselected product and application method should minimize risk to school occupants. keep accurate records of any control actions taken. Monitor the site subsequently todetermine if the actions taken are successful. examine the IPM log(s) for records of new pest sightings and requests for pest control,and to determine if the school administration has implemented the recommendationsfor structural modifications or behavior changes that are needed to discourage pestsfrom entering or establishing. notify the IPM contact person of intent to use pesticides that are non-exempt (ifnotification is required before pesticide application). periodically provide written or oral reports showing progress in achieving IPMprogram objectives.The PMP needs to make an accurate identification of the types of pests present invarious locations. Drawing by Haley Schweizer.
12 IPM for North Carolina SchoolsStep 3. SETTING PEST MANAGEMENT OBJECTIVESPest management objectives must be set for different pests and sites before action levels areset. For buildings or other structures, the main objective might be to prevent termite damage.The main objective for kitchens or other food service areas might be to control cockroaches.Specific objectives should be outlined in the pest management plan.For example, the objectives of an Integrated Pest Management program might be to: reduce any potential human health hazard or protect against a significant threat topublic safe
Definition Integrated Pest Management (IPM) is a comprehensive approach that combines effective, economical, environmentally sound, and socially acceptable methods to prevent and solve pest problems. IPM emphasizes pest prevention and provides a decision-making process for determining IF pest suppression is needed, WHEN it is needed, WHERE it .
method of approach to pest control is not feasible. Hence, we have to form an integrated approach in pest management. IPM. Integrated Pest Management is an ecological approach in which utilization of all available techniques of pest control to reduce and maintain the pest population at levels below economic injury level _.
insect infestations, and notify management when dead rodents and or birds are found. b) Management should immediately contact the pest management provider for assistance. 1.3.1. Pest Sighting Log a) Maintain a Pest Sightings Log which informs the pest control service technician of pest sightings or pest activity in the facility.
pest from causing more damage than is reasonable to accept. Even though a pest is present, it may not do very much harm. It could cost more to control the pest than would be lost because of the pest's damage. The three main objectives of pest control are: prevention—keeping a pest from becoming a problem, suppression—reducing pest
Integrated Pest Management Manual for Tomato leaf miner (Tuta absoluta) - 7 - Integrated Pest Management is an ecosystem-based approach to crop production and protection that combines different management practices to grow healthy crops and minimize the use of pesticides. Integrated Pest Management emphasizes the
An Integrated Pest Management decision shall consist of the following steps: 1. Identify pest species. 2. Estimate pest populations and compare to established action thresholds. 3. Select the appropriate management tactics based on current on-site information. 4. Assess effectiveness of pest management. 5. Keep appropriate records.
application of control measures. PEST INTRODUCTION AND SPREAD An organism that is not a serious pest in its native environment can become a devastating pest when introduced into a new environment. Often the natural controls that are present in the pest's native environment are not present in the new area, allowing the pest to flourish.
identifying the proper pest, finding out where and how the pest is getting in, and starting pest management. Following are brief descriptions of common urban pests. For each pest listed there is a picture, a guide to its actual size, a general description of the pest, whether it's a nuisance pest or a health concern, and some basic control
additif alimentaire ainsi que d’une nouvelle utilisation pour un additif alimentaire déjà permis. Les dispositions réglementaires pour les additifs alimentaires figurent à la partie B du titre 16 du RAD. L’article B.16.001 énumère les exigences relatives à l’étiquetage des additifs alimentaires. En particulier, l’article B.16.002 énumère la liste des critères qui doivent .
