2014 IPM in Multifamily Housing Training Update

2014 IPM in Multifamily Housing Training Update Table of Contents (Hyperlinked to the section within this document)

Curriculum History

Context for the 2014 Update

Changes: Agenda

Changes: Introduction and Overview

Changes: Cockroaches

Changes: IPM and Pesticide Use

Changes: Rodents

Changes: Bed Bugs

New Worksheet: Indoor and Outdoor Demonstrations

Changes: IPM Exam

Changes: Roles and Responsibilities

Changes: Administrative items used during the training day (training advertisement, binder cover, sign in sheet, photo waiver, course evaluation, and course completion certificate)

1 Return to top of document. Step 1: Review the curriculum history Read the following: The IPM in Multifamily Housing training program was developed in 2007 by a partnership including National Center for Healthy Housing, National Pest Management Association, Northeastern IPM Center, Pennsylvania IPM Program, U.S. Centers for Disease Control and Prevention (CDC), U.S. Department of Housing and Urban Development (HUD), U.S. Department of Agriculture (USDA), and U.S. Environmental Protection Agency (EPA) with funding provided by HUD, USDA, EPA, and CDC.

This course is based on the training developed by Rivard’s Resources: IPM, Boston Housing Authority, Boston University, and the National Center for Healthy Housing using HUD’s Promotion of Integrated Pest Management (IPM) as an environmentally-sound, economical and effective means to address a major resident concern as the framework for an effective IPM program.

Each year, Allie Taisey updates the slides using the following process: 1. Allie makes changes based on suggestions that have come in throughout the year. 2. The changes are approved by those organizations that support the training: Organization Subcommittee Member Advisory Group Member USDA-NIFA Herb Bolton* HUD Kenneth Hannon Rachel Riley* EPA Lee Tanner III CDC Justin Gerding PA IPM Program Dion Lerman* NPMA Jim Fredericks NCHH Susan Aceti Regional IPM Centers Allie Taisey /Susan Ratcliffe *Allie will work with these individuals to get approval of the product of our update.

3. Allie updates www.stoppests.org files. 4. Allie notifies the National Center for Healthy Housing (who also offer this course) and they update their website too.

If the subcommittee has any comments on this process, please e-mail [email protected] with suggestions.

2 Return to top of document. Step 2: Review the 2012 agenda and course evaluations to get context for the 2014 update. Read 2012 IPM in MFH Agenda: http://www.stoppests.org/stoppests/assets/File/IPM in MFH Agenda.doc

Summary of course evaluations: The average responses from the 550 responses to the question on the left are: Motivation to use IPM: 4.67 Cockroaches: 4.7 IPM & Pesticide Use: 4.69 Roles & responsibilities: 4.61 Rodents: 4.68 Bed bugs: 4.71 highest Unit visits: 4.53 Outdoor demonstration: 4.52 lowest

Summary of feedback:

Feedback on the course in general: Tough to sit for long periods of time/it was all day long Wasn't long enough/should have been two days instead of one Not enough group work Would like it to be more preventative, opposed to treatment and inspection Make it more widely applicable (not just “PHA”) to apply to Section 8 too. Liked best about the course: Open forum Photos of the pests - also how they can multiply into large quantities of critters Breakfast and lunch served Simple and easily understood Hands-on and examples brought to class Information - best practices Hands on experience checking units for specific infestation, viewing real bugs (in controlled environment)

3 Return to top of document. Unit visits

Introduction (“Motivation to Use IPM”) Presentation No specific feedback was provided Cockroaches Presentation Would like more information about monitor stations use IPM & Pesticide Use Presentation Importance of PPE and label comprehension should have been covered more The HUD info was my least favorite part. Video The movie was my least favorite part because it was all about what we talked about Roles & Responsibilities Discussion The following should have been covered, but was not: How to educate the resident (multiple evaluations said this) I wish it had more suggestions about how residents of multifamily housing best learn about IPM/ how we go and educate the resident so everyone should know how to take care of the problem I'd like a section dedicate to getting tenants to comply with prepping and prevention (multiple said this) Tips for old/disabled - but needed on an individual basis Maybe a few more alternatives - anything residents can do but that's not toxic. Ex: water, sugar, baking soda pellets to kill cockroaches Needs more targeted towards residents Creative recommendations to achieve resident cooperation How do maintenance go about training to be certified to use pesticides and certain pest traps. Plumbing leaks, housekeeping procedures What to look for in a good PMP Would like more on finance and real world "how to" for dealing with residents Expand exchange time and understanding of process More on implementation and sustaining the effort

4 Return to top of document. I would have liked more discussion to hear what is done locally and what resources there are around the table to improve pest management at this site Local laws More about the Boston Housing Authority study and how they got residents and staff to buy in

Rodents Presentation More hands on! Set taps Give more information about Decon Liked least about the course: pictures of rodents and talking about rats

Bed Bugs Presentation The following should have been covered, but was not: A heat treatment example More about fear and myths about bedbugs I just wish they would have went into more detail about keeping bed bugs off you and not taking them home Origin of the bugs More information about how to kill the bed bugs Hand held steamers More updated knowledge of heat treatment for bedbugs and lists of chemical types used for bedbugs with status for each. Eg: no longer effective; stops growth. Unit visits and Outdoor Demonstrations The following should have been covered, but was not: More hands on! Set traps, look for bed bugs Plumbing leaks, housekeeping procedures More about how repairs/maintenance is a key part of IPM Maybe set up microscopes with live insect samples Vectors of public health importance that carry diseases Exam

5 Return to top of document. Questions 8 and 19 seem to contradict course content

6 Return to top of document. Step 3: Review proposed changes to the Agenda. The proposed 2014 version can be downloaded at: http://www.stoppests.org/ipm- training/training-materials/training-materials-for-review/

Note: There is a new presentation from 1-1:30pm. That presentation will be reviewed by the “New Resources Subcommittee” before officially adding it to the curriculum.

7 Return to top of document. For those of you on both this “Resource Update” and the “New Resources Subcommittees, thank you for your time!Step 4: Review proposed changes to the Introduction presentation.

 At a minimum, read through the changes in this document. Add any comments.  No comments will be interpreted as approval.  If you wish, review the full .ppt presentation and make additional suggestions.  2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining1- Introduction.ppt  Proposed version: http://www.stoppests.org/ipm-training/training- materials/training-materials-for-review/ Slide 1 Add to the notes section: “Optional: trainees may complete an IPM Exam as a pre-test. For any that do, write "Pre- training" on the exam.” Slide 2 2012 version notes said: “Logos on this slide represent entities that have supported the training which was developed by the Northeastern IPM Center under a contract with USDA-NIFA. USDA-NIFA and HUD have an interagency agreement to provide this training to conventional public housing authorities across the country.”

Proposed 2014: “Logos on this slide represent entities that have supported the training which was developed by the Northeastern IPM Center under a contract with USDA-NIFA. USDA-NIFA and HUD have an interagency agreement to provide this training to affordable housing (public housing and Project-based Rental Assistance properties) across the country. Slide 4 Proposed change:

Updated NCHH link and changed “notice” to “notices”

8 Return to top of document. Rationale: We will now provide both PIH notices on bed bugs (one applies to conventional public housing and one applies to PBRA properties). Slide 5 2012 version notes said: “The PHA has committed to support an IPM approach and these are the things trainees will need to know to practice IPM. This course is not designed to license anyone to apply pesticides.”

Proposed 2014: “Housing management has committed to support an IPM approach and these are the things trainees will need to know to practice IPM. This course is not designed to license anyone to apply pesticides.” Slide 8 2012 version notes said: “Ask what pests are a problem in the PHA.”

Proposed 2014: “Suggestion: Ask what pests are a problem at the property.” Slide 12 2012:

Proposed 2014:

(See change in 3 and 4)

9 Return to top of document. Slide 13 2012:

Notes: Give a brief introduction to the IPM team approach. Note that the PHA and HUD have agreed to support the use of IPM. IPM and roles and responsibilities will be further discussed throughout the day. Explain how education and record keeping can be used to control pests. Education results in people at the PHA changing behaviors so that the PHA is inhospitable to pests. Record keeping brings accountability to pest management and ensures that problems are fixed before the infestation grows. Documentation and education will be in every aspect of pest management.

Property Manager Makes sure all jobs are funded and completed. They can’t outsource the responsibility for pest control. Resident Support Services Gets assistance for residents. Janitorial/Custodial Services Cleans common areas. Maintenance Crew Fixes moisture issues and makes repairs that block pests. Resident Cleans regularly and prepares unit for inspection and necessary treatments. Pest Management Professional (PMP) Conducts inspections and applies pesticides that pose the least risk to human health and the environment. Landscape Services Chooses plants that are pest-resistant and grow with minimal chemical assistance. Minimizing rat habitat should be considered when planting.

Proposed 2014:

10 Return to top of document. (Added IPM Coordinator and Building Superintendant)

Notes: Give a brief introduction to the IPM team approach. Note that housing management and HUD have agreed to support the use of IPM. IPM and roles and responsibilities will be further discussed throughout the day. Explain how education and record keeping can be used to control pests. Education results in people in the housing community changing behaviors so that the property is inhospitable to pests. Record keeping brings accountability to pest management and ensures that problems are fixed before the infestation grows. Documentation and education will be in every aspect of pest management.

IPM Coordinator Makes sure all jobs are funded and completed. The property can’t outsource the responsibility for quality assurance of an IPM program. Property Manager Responsible for the time and resource allocation at the property and often sets the tone for resident involvement. Building Superintendent Maintenance Crew Fixes moisture issues and makes repairs that block pests. …the rest was not changed. Slide 15 2012:

11 Return to top of document.

Notes: Suggestion: Remember, the audience is PHA staff, not residents. The PHA needs to provide safe housing to its residents, but the fact that IPM repairs will make the workplace healthier for staff too may hit home for the trainees. Do any trainees know someone with asthma? Do trainees have family members or friends who are sensitive to or “allergic” to pesticides? Have trainees ever brought a pest home by mistake?

Proposed 2014:

(Added cost savings)

Notes: Suggestion: Remember, most of the audience is housing staff, not residents. Management needs to provide safe housing to its residents, but the fact that IPM repairs will make the workplace healthier for staff too may hit home for the trainees. Do any trainees know someone with asthma? Do trainees have family members or friends who are sensitive to or “allergic” to pesticides? Have trainees ever brought a pest home by mistake?

For peer-reviewed research on these topics, visit http://www.stoppests.org/Research. Slide 17 2012 notes: Don’t let this turn into a complaint session, but if there are major concerns or problems at the PHA they may be voiced at this time. 12 Return to top of document. Proposed 2014: Don’t let this turn into a complaint session, but if there are major concerns or problems at the property, they may be voiced at this time.

13 Return to top of document. Step 5: Review proposed changes to the Cockroaches presentation.  At a minimum, read through the changes in this document. Add any comments.  No comments will be interpreted as approval.  If you wish, review the full .ppt presentation and make additional suggestions.  2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining2- Cockroaches.ppt  Proposed version: http://www.stoppests.org/ipm-training/training- materials/training-materials-for-review/ Slide 3 Proposed 2014 addition to notes: For peer-reviewed research about cockroaches, visit www.stoppests.org/Research. Slide 4 Proposed 2014 addition to notes: All cockroaches have two little spikes on their back end called "cerci." Slide 5 Proposed 2014 addition to notes: Note that if the pest has wings, it is an adult. If it does not have wings it is either a nymph or a wingless type of cockroach.

Use this picture to point out the cerci mentioned on the previous slide. Slide 6 2012: Trainees should be able to identify American, Oriental, German, and Brown Banded cockroaches.

Proposed 2014 deletion from notes: Trainees should be able to identify American, Oriental, and German cockroaches. Slide 8 Proposed 2014: delete the slide

14 Return to top of document. Rationale: we rarely find brown bandeds and any time saved allows for more audience participation. Slide 9 Proposed 2014 addition to notes: The best way to catch an infestation early is to have sticky trap monitors placed under the sink, behind the refrigerator, and in the bathroom. Monitors can alert you to a growing infestation before you would see frass or cockroaches out during the day. Slide 16 2012:

Proposed 2014:

2012: Food and water have been discussed, this slide gets trainees thinking about where cockroaches hide. To know where to look for cockroach hiding spots, trainees must think like a cockroach.

Use the training space as an example. Is there a drop ceiling? This is like a pest superhighway. What’s behind the electrical outlet?

15 Return to top of document. Suggestion: Have trainees brainstorm areas where cockroaches might hide. Macro-thinking: Kitchen, bathroom, boiler room, trash chute, dumpster Micro-thinking: Toaster, oven, behind/under the refrigerator, under the trash can

Proposed 2014: Food and water have been discussed, this slide gets trainees thinking about where cockroaches hide. To know where to look for cockroach hiding spots, trainees must think like a cockroach. Cockroaches live in the building, but they don’t see the building the same way we do. To them, any crack or hole is a door and in-between walls and floors is the safest place to travel and hide: a cockroach freeway.

Maintenance repairs will disrupt cockroach travel and hiding, making them easy to find and kill. The repairs also benefit the building.

In addition to making repairs that prevent future cockroaches, trainees should be taught to clean up after the ones that were present by vacuuming using a HEPA vacuum and scrubbing the frass with soap and water.

Use the training space as an example. Is there a drop ceiling? This is like a pest superhighway. What’s behind the electrical outlet?

Suggestion: Have trainees brainstorm areas where cockroaches might hide. Macro-thinking: Kitchen, bathroom, boiler room, trash chute, dumpster Micro-thinking: Toaster, oven, behind/under the refrigerator, under the trash can Old slide 20 Proposed 2014: delete the slide

Rationale: “Think like a cockroach” is covered on slide 19 too. Notes from this slide (20) can be added to slide 19’s notes. Any time saved allows for more audience participation. Slide 19 2012:

16 Return to top of document. Notes: Trainees should suggest that cleaning and drying dishes nightly and picking up pet food at night will go a long way to control the pest at no cost to the PHA.

Suggestion: Discuss the use of the pan under the food and water dishes. This makes it easier to pick up spills from a sloppy eater and may restrict some pests from feeding.

Proposed 2014:

Notes: Trainees should suggest that cleaning and drying dishes nightly and picking up pet food at night will go a long way to control the pest at no cost to the property.

Suggestion: Discuss the use of a pan under pet food and water dishes. This makes it easier to pick up spills from a sloppy eater and may restrict some pests from feeding. Slide 22 2012 Notes: The small cockroaches (nymphs) in the lower left photo indicate that the trap was close to where cockroaches were thriving. Cockroaches travel only 5 to 10 feet from their hiding spots. Small ones travel less distance.

Proposed 2014 Notes:

17 Return to top of document. The small cockroaches (nymphs) in the lower left photo indicate that the trap was close to where cockroaches were thriving. Adult male German cockroaches travel about 12 feet to find what they need to survive, adult females go about 6 feet, nymphs usually stay within a foot of the place where they find food, water, and shelter. Slide 23 2012:

Proposed 2014:

(Added a bullet about a HEPA vacuum) Slide 30 2012:

18 Return to top of document. Notes: Before approving conventional sprays, PHAs should consider insect growth regulators.

Proposed 2014:

(Changed the IGR formulation list.) Notes: Before approving conventional sprays, IPM Coordinators should consider insect growth regulators.

19 Return to top of document. Step 6: Review proposed changes to the IPM & Pesticide Use presentation.  At a minimum, read through the changes in this document. Add any comments.  No comments will be interpreted as approval.  If you wish, review the full .ppt presentation and make additional suggestions.  2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining3- IPM%26PesticideUse.ppt  Proposed version: http://www.stoppests.org/ipm-training/training- materials/training-materials-for-review/ Slide 4 2012:

Proposed 2014:

Updated based on suggestions from the National Center for Healthy Housing

20 Return to top of document. NEW Slide 5

Suggested addition from the National Center for Healthy Housing Slide 6 2012: The HQS applies to Section 8 Housing Choice Voucher properties. Public housing also uses it as a guide.

These are the key provisions of HUD’s Housing Quality Standards that relate to pests.

The numbers and letters cite the paragraph and subparagraph of the federal regulations.

There is no definition of infestation.

Note that the HQS also focuses outside the building in the neighborhood.

Proposed 2014: The HQS applies to Section 8 Housing Choice Voucher properties. Public housing also uses it as a guide.

These are the key provisions of HUD’s Housing Quality Standards that relate to pests.

The numbers and letters cite the paragraph and subparagraph of the federal regulations.

There is no definition of infestation for this context.

21 Return to top of document. Note that the HQS also focuses outside the building in the neighborhood. Slide 7 2012:

HUD’s REAC also sends inspectors to randomly inspect properties. Their questions focus on pest presence observed. Insects are routinely in the top five of health-related problems.

Proposed 2014:

HUD’s REAC also sends inspectors to randomly inspect properties. Their questions focus on pest presence observed. Insects are routinely in the top five of health-related problems.

Effective September 4, 2012, the REAC definition of “Infestation” is clarified with regards to cockroaches: “When either one dead roach or only roach droppings is observed in a Unit or in an inspectable item location in Common Areas (e.g., halls/corridor/stairs, laundry room, lobby office etc.), the inspector is to record this observation as Health and Safety, Hazards, Other, and in the comment field write either ‘One dead roach’ or ‘Roach droppings only.’ When more than one dead roach is observed in a Unit or in an inspectable item location in Common Areas (e.g., halls/corridor/stairs, laundry room. lobby office, etc.), the inspector is to record this observation as ‘Infestation.’ When the inspector observes one or more live roaches in a Unit or in an inspectable item location in Common Areas (e.g., halls/corridor/stairs, laundry room. lobby office, etc.), the inspector is to record this

22 Return to top of document. observation as ‘Infestation.’ Revision #1, effective September 4, 2012, is a new provision and will be added to Part II: Definition Clarifications, Page 33, Health and Safety, as a new Item ‘E. Infestation.’ The Index will be updated accordingly.” From: http://portal.hud.gov/hudportal/documents/huddoc?id=Comp_Bulletin_Rev2-3.pdfThese revisions are to supplement the existing Uniform Physical Condition Standards (UPCS) guidance Old Slide 7 2012:

Proposed 2014: Delete this slide Slide 9 2012:

One system for all members of the PHA community will avoid confusion and having all information in one place will make it easier to identify patterns and get to the source of the problem.

Proposed 2014:

(Added Focus unit tracking sheet)

24 Return to top of document. One system for all members of the housing community will avoid confusion and having all information in one place will make it easier to identify patterns and get to the source of the problem. Slide 14 2012 Notes: The PHA will have to invest time and money to get caught up on repairs, but these repairs are essential to pest control and protecting the building from the damaging effects of moisture.

Proposed 2014 Notes: Property management will have to invest time and money to get caught up on repairs, but these repairs are essential to pest control and protecting the building from the damaging effects of moisture. Old Slide 17 2012:

Proposed 2014: Delete this slide Slide 16 Proposed 2014 Added notes from deleted slide above: Refer back to the discussion at the beginning of the day about previous practices and their effectiveness.

Avoid disparaging pesticides. Put them in context. Pest management using only routine spraying of pesticides is akin to farming cockroaches. The building supplies food, water, and shelter for cockroaches to thrive in, and once a month some are harvested (killed by pesticides). As long as food, water, and shelter are present, the cockroaches will be there too. Pesticides work to kill most of the time, but they do not solve the ongoing problem and may pose unnecessary risk. Slide 17 Proposed 2014: Added “To find a pesticide licensing agency, use the map at http://npic.orst.edu/mlr.html.”

25 Return to top of document. NEW Slide 19

Notes: The risk associated with a pesticide is determined by both the toxicity of the chemicals and the risk of exposure to the product. Slide 20 2012:

Proposed 2014:

27 Return to top of document. Step 8: Review proposed changes to the Rodents presentation.  At a minimum, read through the changes in this document. Add any comments.  No comments will be interpreted as approval.  If you wish, review the full .ppt presentation and make additional suggestions.  2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining5- Rodents.ppt  Proposed version: http://www.stoppests.org/ipm-training/training- materials/training-materials-for-review/ Slide 11 2012 Notes: Have trainees grab a pen or a pencil and look at the blunt/ eraser end. This is the size of the gap that a mouse could fit through. Contrary to popular myth, mice and rats do have bones, but they are very flexible. If they can get their head through a hole, they can push the rest of their body through. Have trainees look around the room or think of areas where they spend time at the PHA. How many exterior doors could you shove a pencil under?

Proposed 2014 Notes: Have trainees grab a pen or a pencil and look at the blunt/ eraser end. This is the size of the gap that a mouse could fit through. Contrary to popular myth, mice and rats do have bones, but they are very flexible. If they can get their head through a hole, they can push the rest of their body through. Have trainees look around the room or think of areas where they spend time. How many exterior doors could you shove a pencil under? Slide 21 2012 Notes: The dumpster on the left needs to be switched for one without rust. The dumpster pictured on the right should be further from the building, covered, on a concrete pad, and larger so that it doesn’t overflow (or it should be emptied more often).

Proposed 2014 Notes: The dumpster on the left needs to be switched for one without rust. The dumpster pictured on the right should be further from the building, covered, on a concrete pad at least 30' away from the building, and larger so that it doesn’t overflow (or it should be emptied more often). Slide 22 2012:

28 Return to top of document. Proposed 2014:

(added line about heat)

29 Return to top of document. Step 9: Review proposed changes to the Bed Bugs presentation. At a minimum, read through the changes in this document. Add any comments. No comments will be interpreted as approval. If you wish, review the full .ppt presentation and make additional suggestions. 2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining6- BedBugs.ppt Proposed version: http://www.stoppests.org/ipm-training/training-materials/training- materials-for-review/ Old Slide 18 Proposed 2014: Delete Slide

(Evidence is suggesting that females are not driven away by this behavior) Slide 20 2012:

Proposed 2014: (Added another monitor picture.)

Proposed 2014:

(PHA to “Housing”) Slide 25 2012:

Proposed 2014:

31 Return to top of document. Slide 32 2012 Notes: Sprays should not have to be used by the PMP for cockroaches and rodents, but since there are few other options for bed bug management, sprays may need to be used.

“Do It Yourself” sprays may be repellent, causing bed bugs to move away from the treated area. Their use can spread the problem, making the bed bugs harder to deal with and MORE expensive for a professional to treat (because of a larger treatment area). PMPs have the expertise and products to treat bed bugs. Residents should focus their efforts on nonchemical control practices.

Sprays should not be used in the units occupied by people with chemical sensitivities, or in adjacent or neighboring units, common areas (such as the halls, lobby, laundry room, elevator, or stairs), or along paths of travel. Infants and children, the elderly, and pregnant women are at greater risk for adverse health effects associated with exposure to pesticides and thus it makes sense to use reduced risk practices, follow label instructions, and practice prevention-based approaches that reduce reliance on chemical control measures.

Proposed 2014 Notes: Sprays should not have to be used by the PMP for cockroaches and rodents, but since there are few other options for bed bug management, sprays may need to be used.

“Do It Yourself” sprays may be repellent, causing bed bugs to move away from the treated area. Their use can spread the problem, making the bed bugs harder to deal with and MORE expensive for a professional to treat (because of a larger treatment area). PMPs have the expertise and products to treat bed bugs. Residents should focus their efforts on nonchemical control practices.

A 2013 study by Dr. Susan Jones at Ohio State University showed that total release foggers do not work for bed bugs.

Sprays should not be used in the units occupied by people with chemical sensitivities, or in adjacent or neighboring units, common areas (such as the halls, lobby, laundry room, elevator, or stairs), or along paths of travel. Infants and children, the elderly, and pregnant

32 Return to top of document. women are at greater risk for adverse health effects associated with exposure to pesticides and thus it makes sense to use reduced risk practices, follow label instructions, and practice prevention-based approaches that reduce reliance on chemical control measures.

Reference: Jones, S. and Bryant, J. 2012 "Ineffectiveness of Over-the-Counter Total-Release Foggers Against the Bed Bug (Heteroptera: Cimicidae)." Journal of Economic Entomology, 105(3):957.

33 Return to top of document. Step 10: Review proposed changes to the Unit Visits and Outdoor Demonstrations. Rather than the training day-specific exercise, I propose having the trainees use the StopPests sample service tickets for both the indoor and outdoor demonstrations.

34 Return to top of document. Download service tickets at http://www.stoppests.org/ipm-training/training- materials/training-materials-for-review/Step 11: Review proposed changes to the Exam. At a minimum, read through the changes in the Exam at http://www.stoppests.org/ipm- training/training-materials/training-materials-for-review/ Add any comments. No comments will be interpreted as approval.

Proposition: have exams available to those who arrive early and want to take a pre-test. Add “Did you take this exam at the beginning of the day? ___yes ___no” to the end of day exam. This would allow us to collect some data on increase in knowledge without diminishing the tone of the training by starting the day with a test.

35 Return to top of document. Step 12: Review proposed change: Putting the slides of the “Roles and Responsibilities” presentation in the references section with the proposed changes. At a minimum, read through the changes in this document. Add any comments. No comments will be interpreted as approval. If you wish, review the full .ppt presentation and make additional suggestions. 2012 version: http://www.stoppests.org/stoppests/assets/File/IPMinMFHTraining4- Roles%26Responsibilities.ppt Proposed version in the HANDOUTS section of: http://www.stoppests.org/ipm- training/training-materials/training-materials-for-review/ Slide 1 2012 Notes: The goal of this session is to make team members aware of their roles in an IPM program and who they can contact for support. All points on the slides should be addressed.

This module is drawn from HUD’s guidance on IPM.

Each slide should be discussed by those present, or a representative from the PHA will speak, using the slide for his or her role as a prompt. Slide use will depend on who is present at the training and trainees’ willingness to engage in discussion.

Proposed 2014 Notes: The goal of this module is to make team members aware of their roles in an IPM program and who they can contact for support.

If used as a presentation, each slide should be discussed by those present using the slide for prompts. Slide use may depend on who is present at the training and trainees’ willingness to engage in discussion. Slide 2 2012 Notes: Because they manage the buildings and issue contracts, the ultimate responsibility for the IPM program rests with the property manager and PHA.

Proposed 2014 Notes: Because they manage the buildings and issue contracts, the ultimate responsibility for the IPM program rests with the property manager. Slide 3 2012:

36 Return to top of document. It is the property manager’s job to ensure communication among all parties and obtain buy-in where needed.

Proposed 2014:

(“IPM Coordinator” and “If possible…”) It is the IPM Coordinator's job to ensure communication among all parties and obtain buy- in where needed.

To view a video on the IPM Coordinator's role, visit www.youtube.com/user/StopPests Slide 4 2012:

37 Return to top of document. Notes: If PHA maintenance staff perform the function previously referred to as “extermination,” their role is that of the PMP.

Proposed 2014:

(Added state requirements. GreenPro is a service protocol. QualityPro is the qualification. PHA --> IPM Coordinator)

38 Return to top of document. Notes: If maintenance staff members perform the function previously referred to as “extermination,” their role is that of the PMP. Slide 5 2012:

Proposed 2014:

2012 Notes: The landscape surrounding the PHA is a common area that needs to be included in pest control.

Proposed 2014 Notes: The landscape on the property is a common area that needs to be included in pest control. Slide 9 2012 Notes: As part of this training, the Northeastern IPM Center is offering a residents’ briefing that will be made available to the PHA. It is self-directed and will educate residents about pests; tell them how their behaviors can help prevent pests; and tell them about the

39 Return to top of document. IPM team that is in place at the PHA. Residents who receive the briefing will receive an “IPM Kit” with tools to help them keep their units maintained and pest-free.

Proposed 2014 Notes: The Northeastern IPM Center has a residents’ briefing video available for download at http://www.stoppests.org/working-with-residents/residents- briefing-video/. It is self-directed and will educate residents about pests; tell them how their behaviors can help prevent pests; and tell them about the IPM team that is in place at the property. Residents who receive the briefing may receive an “IPM Kit” with tools to help them keep their units maintained and pest-free.

40 Return to top of document. Optional: Review administrative items used during the training day (training advertisement, binder cover, sign in sheet, photo waiver, course evaluation, and course completion certificate).

The Proposed 2014 versions can be downloaded at: http://www.stoppests.org/ipm- training/training-materials/training-materials-for-review/