Transcript IPM Overview

Minnesota Department of
Agriculture
School Integrated Pest
Management
(IPM)
Contact: Jean Ciborowski, 651-297-3217
Funding provided from the MN Future Resources
Fund as recommended by the
Legislative Commission on Minnesota Resources
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What is IPM?
An environmentally sensitive
approach to managing pest
problems that takes advantage
of all suitable pest management
options.
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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
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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
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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
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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)
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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
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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
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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
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Staff--more
• 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
Suggestions from Maryland Department of Agriculture 10
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
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Suggestions from Maryland Department of Agriculture
A successful
school IPM
program
depends on
cooperation and
communication
from everyone
involved.
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A Successful Pest Needs
• Food
• Water
• Shelter
Reduce pesticide use by reducing pest populations.
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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
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4 steps of IPM
•
•
•
•
Inspect
Identify
Take action (action thresholds)
Evaluate
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Structural Pest Management
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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.
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Step 1: The Inspection
•Mirror
•Flashlight
5 essential
inspection
tools
•Screw Driver
•Flushing Agent
•Inspection form and
clipboard
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Routinely, look for
• Evidence of pests
• Unsanitary conditions
• Correctable Conditions
–
–
–
–
–
Leaky pipes
Unsealed cracks
Spilled food
Gaps under doors
Others ?
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Step 2: Identification
• need to know
pest/problem to
determine appropriate
control methods
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Step 3: Taking Action
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ACTION THRESHOLD
Cost of pest
activity
Risk to Health
Aesthetic
Cost of pest
management
Economic
Risk to Environment
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Who Determines Action
Threshold ?
Is policy set by
• district,
• principal, or school
board
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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
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Short Term Methods
•
•
•
•
•
•
Light traps
Sticky boards
Vacuums
Snap traps, etc
Biological -- insect parasites
Chemical
– pesticides
– baits
– liquid sprays
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Chemical Methods
• Broadcast sprays
– rarely used
indoors in schools
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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.
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Step 4
Evaluation
• What worked,
what didn’t
and why
• Continuing
problems
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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
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IPM Tactics in the Landscape
Evaluate
Take action
Identify
Inspect
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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
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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.
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Anticipate problems and
plan ahead
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Design to prevent pests
• Buildings
Screens
Doors
• Landscapes
Mow strips at fence
lines
High traffic areas
Playgrounds
Foundation plantings
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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
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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
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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
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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
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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
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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
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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
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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
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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
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