OUTDOOR INTEGRATED PEST MANAGEMENT FOR MAINE SCHOOLS 10 THINGS EVERY SCHOOL SHOULD KNOW ABOUT PESTS & PESTICIDES . Children are more susceptible to harmful effects of pesticide exposure due to their small body size and immature immune, liver, and neurological systems. People with asthma and other respiratory conditions may have severe reactions to pesticide exposure. Pesticides that are commonly used in schools include insecticides, herbicides, fungicides, rodenticides, and disinfectants or sanitzers. Anyone using pesticides (except disinfectants and hornet/wasp spray) at a school in Maine must have a commercial pesticide applicator’s license. Several Maine schools have been fined for unlicensed use of pesticides. The State of Maine requires outdoor pesticide applicators to post treated areas to “reasonably ensure that persons entering such areas will see the notice.” . It is a violation of Federal law to use a pesticide in a manner inconsistent with its labeling. Many pests can be controlled without pesticide use or with minimal pesticide use. There are many informational resources available to help manage pests in the most practical manner. Schools can start by contacting the Maine Scool IPM Progam, http://www.thinkfirstspraylast.org/schoolipm, 207-287-2731. New State and Federal regulations may affect pesticide use in schools. For current regulations and questions about pesticides in schools, contact the Maine Board of Pesticides Control, 207-287-287-2731, www.thinkfirstspraylast.org. The Cooperative Extension Insect Pest and Plant Disease Diagnostic Laboratory offers free identification and management recommendations, 207-581-3880, www.umext.maine.edu/topics/pest.htm. Contact your County Extension Office for addtional resources (see inside back cover). ABOUT THIS MANUAL WHO—This manual was prepared by the Maine Department of Agriculture, and the University of Maine Cooperative Extension under a federal grant provided by the United States Environmental Protection Agency. The grant established Maine’s School Integrated Pest Management Program coordinated by the Maine Department of Agriculture, Food and Rural Resources. Outdoor Integrated Pest Management for Maine Schools was reviewed by a committee that included concerned parents, state and academic professionals, school employees, school administrators, and commercial pest managers. WHAT—In this manual we introduce Integrated Pest Management (IPM), an effective and environmentally sensitive approach to pest management that relies on a combination of common sense practices. IPM uses comprehensive information about pest life cycles, their interactions with the environment, and an understanding of all available control methods to manage pest damage by the most economical and least hazardous means. WHY—IPM offers practical, affordable, long-term solutions for managing school grounds in ways that ensure a safe and healthy learning environment. This manual provides information that can be used to incorporate IPM into current facilities management practices. Our goal is to help schools manage outdoor pests through more structured pest monitoring, adopting practical communication and performance guidelines, writing well constructed pest management contracts, and using low-risk pest management methods. For more information contact the Maine School IPM Program 207-287-2731. i HOW TO USE THIS MANUAL This manual deals with outdoor pests on school grounds. For information about managing indoor pests, contact the Maine School IPM Program, 207-287-2731. 1. Read chapters 1 to 3 The first two chapters are of particular interest to school board members, administrators, principals, facility managers, and parents as they establish school IPM policies. Topics include: . the general concepts of IPM, . pesticide risk, . school pest management policies, . working with pest management contractors, and . designing and conducting your own IPM program. Chapter three is written primarily for school pest managers involved in day-to-day pest management activities. It offers a more detailed discussion of an IPM concepts, including: . monitoring, . record keeping, . determining action thresholds, . selecting pest control methods, and . evaluating program performance. The remainder of the manual introduces landscape and turf management, and pests that are commonly encountered. The appendices discuss State and Federal pesticide regulations and licensing requirements for individuals making applications on school grounds. 2. Determine pest management needs Survey the school grounds noting pest damage and conditions that favor pests. Examine current pest management practices and weigh their effectiveness in terms of cost, risk, and benefit. Larger school units, and schools Smaller school programs should assign familiar with IPM, should establish> IPM responsibilities to individuals. an IPM committee. 3. Write an IPM Plan based on your needs Review the IPM practices presented in this manual to learn about specific control methods. Discuss them with your IPM committee, pest control professional, administration, staff, and parents. Decide on a few appropriate practices and design a pilot program to fit your situation. Gradually incorporate IPM into current maintenance practices. Larger school units can develop a Smaller school programs should focus comprehensive program to replace> on short term pest management goals. traditional methods. ii PEST MANAGEMENT CHALLENGES IN THE SCHOOL ENVIRONMENT School is a challenging school children, and the use place for a pest management of pesticides. We know that program. Significant pest pests can be a serious threat problems can unexpectedly to the school community. develop in many areas and We also know that children pesticides often seem to be are more vulnerable to the best solution, perhaps the pesticide exposure than only one. Yet, nationwide, adults. It is necessary to parents and other citizens sensitively address have voiced legitimate the concerns of parents and concerns about the risks of others who understand the pesticide use in schools. benefits of a pest-free Integrated Pest Management school and safe playing (IPM) is a decision making fields, but want this process that addresses both achieved with a minimum of sides of this issue. IPM’s toxic materials. focus on pest prevention and IPM combines practical least-toxic methods is practical to apply and pest management strategies to prevent or cost-effective to operate. control pests in ways that reduce risks to Schools are complex systems including health and the environment. School IPM takes different physical spaces, indoors and out. a broad-minded view of pest Most school buildings are unintentionally problems, gathering everyone involved to built with inconspicuous entry points and design flexible, site-specific pest management shelter for insects, rodents, and other plans. IPM does not reject technology, nor unwelcome wildlife. Inappropriate does it blindly embrace new technology. IPM landscape design and plant selection often does promote a deeper awareness of natural encourage pests. Diminishing budgets and systems, an understanding of pest life cycles, deferred maintenance compound the and how cultural modifications, mechanical problems. Pesticides offer a quick and controls, and beneficial organisms affect pest effective means of dealing with many pest populations. IPM does not rule out pesticide problems but schools should carefully use, but requires thoughtful consideration, an consider their use. increased awareness of the world around us, In Maine, as elsewhere, schools need to and the importance of environmental balance the known health risks of preservation. School is the perfect place for uncontrolled pest infestations, the safety of this lesson. iii CONTENTS Chapter 1 IPM FOR MAINE SCHOOLS Sustainable plants ..................................................... 31 Elements of IPM ......................................................... 1 Native groundcovers ................................................. 32 Why we should use IPM in schools? .......................... 2 Managing landscape pests ........................................ 33 The decision-making process ..................................... 3 References/resources ................................................ 36 Integrated pest management ....................................... 5 A Federal IPM plan .................................................... 7 Chapter 5 The Maine school IPM survey .................................... 7 School pesticide-use surveys ...................................... 8 TURFGRASS MANAGEMENT IPM Standards for schools .......................................... 9 Turfgrass IPM ........................................................... 37 IPM Certification for schools ..................................... 9 Turfgrasses ................................................................ 39 References/resources ................................................ 10 Establishing turfgrass................................................ 42 Managing turfgrass ................................................... 42 Chapter 2 References/resources ................................................ 47 ORGANIZING A SCHOOL IPM PROGRAM Learn about IPM ....................................................... 11 Chapter 6 Involve the school board and administration ............ 11 INSECT PESTS OF TURFGRASS Budget for IPM ......................................................... 11 White grubs ..............................................................