How to Do… IPM at School

A How to Manual for

New Jersey Schools

New Jersey Department of

Environmental Protection

Pesticide Control Program

For School District Superintendents and Local School

Boards

Principals / Lead Administrators

And

IPM Coordinators

New Jersey’s Education Profile

PUBLIC SCHOOLS

Approximately 1.4 million students are enrolled in New Jersey public schools.

Number of full-time classroom teachers: 109,832

Number of districts: 616

Operating: 593 (those that have operating schools)

Non-operating: 23 (those that have a board of education but send their students to

another district)

Number of public schools: 2413

There will be 49 operating charter schools in 2004-05.

NONPUBLIC SCHOOLS

Approximately 211,891 students attend nonpublic schools

Number of Non-public Schools: 1227

TOTAL SCHOOLS

At the time of development for this IPM manual, there were 3689 schools in New

Jersey.

Each of those schools are filled with our children and our teachers and the support

staff that assist our children through the school process.

That’s a lot of reasons to reduce chemical use in and around schools.

IPM is a good place to begin.

Please allow the New Jersey Department of Environmental Protection to assist

you.

Contact: Tim Boyle (609) 984-6908 tim[email protected]

ACKNOWLEDGEMENTS:

This manual was developed with materials taken in whole or in part from various other

publications both from the public domain (Internet) or with the permission of the authors.

Special thanks to

4 United States Environmental Protection Agency, IPM for Schools: A How-to Manual.

EPA 909-B-97-001. March 1997.

4 Pennsylvania IPM program, Large portions of text were borrowed directly from IPM for

Pennsylvania Schools (A How To Manual).

4 Natural Resource, Agriculture, And Engineering Service (NRAES) Cornell University

Cooperative Extension for use in part of their publication Integrated Pest Management for

Northeast Schools.

4 Rutgers, the New Jersey State University; IMP Cooperative Extension and Research

Program.

4 Liberty Science Center; Staff Urban Entomologist; Betty Faber Pd.D. Scientist, Educator.

Table of Contents

Chapter 1 Introduction 5

Chapter 2 What is Integrated Pest Management (IPM) 6

Chapter 3 Why Practice IPM 7

Chapter 4 How To Get Started 9

Chapter 5 Establishing an IPM Program At Your School 14

Chapter 6 The New Jersey School IPM Law 19

Chapter 7 Introduction For Administrators 27

Chapter 8 Common School Pests

Ants 30

Cockroaches 34

Fleas 47

Flies 52

Silverfish, Firebrats, and Book Lice 60

Head Lice 64

Spiders 66

Yellowjackets and Hornets 72

Chapter 9 Rodent Pests 78

Chapter 10 Turf and Lawn Pests 83

Chapter 11 Weed Pests 93

Chapter 12 Tree and Shrub Pests 99

Guidance for Creating a School IPM Plan in

Compliance with New Jersey Law

105

CHAPTER 1

INTRODUCTION

This manual was developed to help New Jersey schools comply with the School Integrated Pest

Management Act or the School IPM Act, a state law that became effective for schools on June

12, 2004. It is also designed as a resource and training manual for school Administrators and

IPM Coordinators, who will oversee IPM activities. The School IPM Act requires schools to

establish an IPM program, which includes adopting a broad IPM Policy statement and

implementing an IPM Plan, which is a comprehensive site-specific document, intended to guide

a school's day-to-day activities for controlling pests. The Policy and Plan cover the management

of indoor pests such as rodents and cockroaches as well as outdoor pests such as weeds or

stinging insects.

This manual also includes various samples or model documents to help schools successfully

implement their IPM Policies and Plans. Model documents for such things as IPM plans,

parental and staff notification of pesticide use, bid specifications for pest control contractors and

other model documents are included to help schools comply.

Following is a list of documents that are available on the State’s IPM in Schools web site at www.njipm.org

4 Model IPM Policy

4 A guidance document for writing an IPM plan

4 Model IPM Plan

4 Model IPM Contract

4 Annual Notification Form

4 72 Hour Notification Form

4 Emergency Notification Form

4 Compliance Certification Form

4 Model Posting Form

4 List of “Low Impact” Pesticides

Other documents that may be helpful, but that are not required for compliance, are

included in the appendix of the Model IPM Plan. Be sure to review these documents, some

of which will be very helpful for successfully implementing an IPM Plan at your school.

While many schools contract for the services of a professional to manage indoor and outdoor

pest problems, Chapters 8 through 12 have been included as a resource guide for common pests

found in schools. School administrators and IPM Coordinators can use these chapters to educate

themselves about these pests, and the common techniques used to manage them in an IPM

program.

CHAPTER 2

WHAT IS INTEGRATED PEST MANAGEMENT (IPM)?

IPM is a thoughtful, holistic approach to controlling pests that uses a wide variety of tools such

as sanitation, structural modifications and other management techniques rather than

automatically turning to chemical controls as a first option. Pesticide use is an important tool in

the pest control "toolbox" but an effective IPM program can greatly reduce reliance on chemical

controls. In a typical IPM program, pertinent information about a pest is combined with careful

selection of suitable management techniques to eliminate the causes of pest outbreaks or to

otherwise manage the pest in an economical manner that also represents the lowest possible

hazard to people, property, and the environment.

The School IPM Act adds another aspect to the decision-making process for controlling pests as

described above. When a school decides after considering all available pest control options, that

pesticide use is needed, the law indicates that preference should be given to using a “low impact”

pesticide. This term is explained in detail later in this manual.

Aside from the fact that state law mandates IPM in New Jersey schools, there are a number of

potential health and economic benefits to schools. Reducing the potential for pesticide exposure

to children is the driving force behind the School IPM Act. Children are more vulnerable to the

effects of pesticides than adults. The school environment is therefore an ideal place to reduce the

potential for pesticide exposure through an IPM program. In addition, pests have their own set of

acknowledged risks to personal health, property, and the food supply. An effective IPM program

can manage the risks from both pesticide and pest, and protect human health by:

 reducing student and staff exposure to pesticides

 suppressing pests that may carry or vector allergens or disease pathogens

 reducing environmental pollution

Implementing IPM may provide cost savings and other economic benefits by:

 reducing pest damage

 reducing unnecessary pesticide applications

 minimizing emergency repairs

 improving maintenance and sanitation

 reducing waste caused by infested food products

The legal definition for IPM from New Jersey State regulations at N.J.A.C. 7:30-1: Integrated pest

management, or IPM, means a sustainable approach to managing pests by using all appropriate

technology and management practices in a way that minimizes health, environmental and

economic risks. IPM includes, but is not limited to, monitoring pest populations, consumer

education, and when needed, cultivation practices, sanitation, solid waste management, structural

maintenance, physical, mechanical, biological and chemical controls.

CHAPTER 3 - WHY PRACTICE IPM?

The Environmental Protection Agency (EPA) is responsible for the registration and regulation of

pesticides in the United States. A pesticide product must be registered with the EPA to be legally

used in the United States. Before the EPA will register a product they review a lot of data to

gain an understanding of the possible risks that use of the product may expose people and the

environment to. Label restrictions and other requirements are then imposed to reduce the

possibility of these risks.

So then, why is the use of IPM in schools necessary? There are several reasons.

Uncertainties

Despite the substantial amount of scientific information that EPA reviews prior to registering a

pesticide, it is virtually impossible to identify all conceivable risks and to address all the

uncertainties of pesticide use. This means that from time to time new risks are uncovered. Some

examples are: groundwater contamination, pesticides that mimic hormones, and the more recent

discovery that pesticides used in combination may have the effect of increasing the potency of

each individual products behavior. The amount of testing that would be required to resolve these

uncertainties would result in no pesticides being registered. Because science cannot, in any

practical sense, assure complete safety through any testing regime, pesticide use should be

approached cautiously.

Overuse of pesticides causes problems. Aside from the potential for toxic effects to people,

overuse of pesticides may cause problems such as:

 killing beneficial organisms that would otherwise help control pests

 promoting development of pesticide resistance in pests, which starts a vicious cycle in which

more and more pesticides are needed

 resurgence of pest populations

 contamination of the environment.

Economics

Integrated pest management, when viewed by traditional economics, may result in slightly higher

costs than conventional pest management. However, if other costs for which dollar signs are not

readily available are considered, then the balance shifts towards IPM.

Some of these poorly accounted-for costs are:

 potential long term health effects

 contamination of the environment

 effects of pesticides on non-target animals and plants

 health effects to anyone who may be particularly sensitive to pesticides

 other effects of pesticides that are not now understood, but will be uncovered over time.

Even though these costs are not traditionally considered in economics, they are costs and should

not be ignored.

Unique Characteristics of Children

The National Academy of Sciences, in their 1993 report ‘Pesticides in the Diets of Infants and

Children’, found that children differ from adults both in the potential for exposure to pesticides

and the potential for adverse health effects. This adds a degree of uncertainty to the studies

required for registration of a pesticide, as all studies are conducted on laboratory animals.

Educational Opportunities

While this manual is intended for school personnel with pest management responsibilities, the

concepts of IPM can also be used for teaching about pests in biology and other science classes.

This will also promote IPM in homes and ultimately, through the fostering of informed

consumers in agriculture, city parks, roadsides, right-of-ways, and other areas that have been

subjected to high use of pesticides.

The EPA, the New Jersey Department of Environmental Protection and Rutgers Cooperative

Extension, promote integrated pest management through documents such as this because it

represents a prudent approach to understanding and dealing with environmental concerns.

IPM does not blindly embrace new technology nor does it reject technology. IPM promotes a

thoughtful awareness of the pest management inherent in natural systems through an

understanding of pest life cycles, and through the use of beneficial organisms, cultural

modifications, physical barriers and other mechanical controls. IPM does not rule out the use of

pesticides, but requires that their use be thoughtfully considered.

This prudence and thoughtfulness applied to pest management also has lessons for our dealing

with the environment in other ways. It will help produce the thinking needed for environmental

preservation, and there can be no better place for this lesson than in our schools.

CHAPTER 4 - HOW TO GET STARTED

IPM begins with learning how to prevent indoor and outdoor pests from becoming established. If

the school or school district has a pest control professional under contract, then regular

communication with the pest control professional, who should be knowledgeable in IPM, is

essential for success. With an understanding of how pests live, problems can often be prevented

simply by denying them food, shelter, or water, the resources pests need to survive and

reproduce. Be sure your pest control company has the resources (an entomologist or plant

pathologist) on staff or available to them, that can help to make these determinations.

Good facilities management is essential to IPM. Preventing an indoor pest may be as simple as

blocking the pest's access into buildings or paying extra attention to sanitation and maintenance.

Promoting healthy turf on athletic fields may prevent the need for chemical weed or insect

control. Buildings must be kept clean, uncluttered, and in good repair to ensure healthy indoor

air, maintain structural integrity, and conserve maintenance costs and energy. This will also help

keep pests below harmful levels. IPM can be a cost-effective way to provide a safe and healthy

environment in which students and staff can learn and work.

School Integrated Pest Management Policy

A school integrated pest management policy means a written pest control policy that is officially

adopted by the school or school district that outlines how the school will eliminate or mitigate

economic, health, and aesthetic damage caused by pests in and around schools.

A policy that provides for effective pest management, while reducing the volume of pesticides

used, minimizes the potential hazards posed by pesticides to human health and the environment.

The document establishes the use of integrated pest control methods such as, building and

grounds inspections, the monitoring of pest populations, an evaluation of the need for pest

control, and multiple pest control methods including, sanitation, structural repair, mechanical and

biological controls and other non-chemical methods. When non-chemical options are ineffective

or unreasonable, the policy allows for the use of a pesticide, with a preference toward first

considering the use of a low impact pesticide.

Components of an IPM Program

An IPM program consists of a cycle of inspecting the site, identifying potential pest problems,

monitoring pest numbers, evaluating their potential damage against an action threshold,

implementing appropriate control methods, keeping careful records, and evaluating the outcomes

of all actions.

Routine Inspection / Identification / Monitoring

Routine inspection and accurate identification of pests are vital to ensuring that control methods

will be effective. Inspection includes determining potential locations of pest entry; determining

sources of food, water, and harborage; and looking for pest signs. For example, rodent

droppings and rub stains, feeding damage, frass (debris produced by insects), and cast skins of

insects.

Identification involves confirming the type or species of a pest (for example, a mouse versus a

rat or a German cockroach versus a brown-banded cockroach). Once the pest is identified and

the source of its activity pinpointed, habitat modifications - primarily repair, exclusion, and

sanitation efforts - may greatly reduce the prevalence of the pest.

Monitoring is the continuous, ongoing estimation of relative pest population levels. Information

gained through monitoring is evaluated to determine whether control measures are required,

and when they should occur.

It is essential that all the information and knowledge gained through inspection, identification

and monitoring be recorded. A good IPM program makes no sense if there is poor record

keeping. The idea is that anyone with access to the school’s IPM records can come to an

informed decision regarding whether or not to act, and how to act in reference to pest pressures,

in the absence of the school’s IPM coordinator, if for some reason the coordinator is not

available.

Record Keeping

Careful record keeping leads to a better educated school IPM team and informed decision

making in managing school pest problems. Knowing where, when, and what pests have been

seen on school grounds can help focus pest control efforts and can be helpful to professional

pest control operators. Such documentation is critical in an IPM program, as treatment is based

on monitoring and other information.

Records can be maintained in a logbook or file dedicated to this purpose, in the main office of

the school. Maps of the school building and grounds (part of the IPM Plan) aid in describing

where pests are sighted or pesticides are used. These maps must be developed (hand drawn is all

you need) if they are not available. Records should be kept of maintenance and structural

deficiencies as well as all corrective actions taken to make repairs.

Maintenance staff, teachers, students and school support staff should all contribute to pest-

sighting logs or other forms designed for the purpose of keeping track of pest sightings in or

around school. The school community should be educated on how your school will keep track

of pest sightings, and what they should do when they need to report a pest. Records of any

follow-up actions should also be maintained, so if a pest control professional needs to be called

in, they will be aware of all of the school’s actions before calling them in to assist with the pest

problem.

Any person applying pesticides must record the details of the pesticide application. In New

Jersey, only a licensed and registered pesticide applicator or pesticide operator may do pesticide

applications in schools, this includes over the counter pesticides such as aerosol ant and roach

killers and weed control products. These licensed pesticide applicators must provide detailed

records of any pesticide application to the school, on the day of the application. These records

must be kept in the school and not at a central or district location. Copies of pesticide labels and

material safety data sheets (MSDS), if available, for any product used, should be kept in the IPM

logbook or file. This information must be made available to concerned students, parents or

school staff upon request and also to State and county officials.

Finally, the name of the pesticide applicator business, and the name of the pesticide applicator or

operator and a photocopy of his or her pesticide license should be on file at the school.

Education

Education is a cost-effective pest management strategy essential to a successful school IPM

program. Changing people's behaviors, particularly how they dispose of wastes and how they

store food, plays an important part in the management of pest problems in schools. For an IPM

program to be successful, all of the school community, administrators, teachers, support and

maintenance staff, guardians and parents of the students, and the students, must be made aware

of the school's policies on pest control and their respective roles in the overall pest management

plan. In New Jersey the person who is responsible for providing or conducting this education is

detailed in the schools IPM Plan.

Educational materials for IPM in schools may be available from the State Department of

Environmental Protection, or Rutgers University Extension Programs, and the United States

Environmental Protection Agency. Check web sites at:

 http://www.njipm.org

 http://www.epa.gov/pesticides/ipm/

 http://www.pestmanagement.rutgers.edu/IPM/schoolipm/

Action Thresholds

An action threshold defines the point above which specific pests cannot be tolerated, thus

initiating a pest-specific treatment action. Action thresholds may be based on different criteria,

including health problems associated with pests, pest damage resulting in monetary loss, or

aesthetic damage to plants or buildings. Public health threats should take precedence over other

factors.

Action thresholds should reflect the pest management objectives for the site. The presence of

some pests does not necessarily require application of pesticides or other pest control actions.

However, when pest populations exceed action thresholds, action should be taken. The tolerable

number of any one pest is likely to be adjusted for different sites with different histories,

conditions, and pest management objectives.

As an example, one rat or one German cockroach may lead to some form of action, meaning the

action threshold has been reached, while one ant or one or two flies may not call for action,

meaning the action threshold has not been reached.

Treatment Options

Many methods are available to treat pest problems, including habitat modification, physical and

mechanical controls, biological control, and chemical control. Selection of an appropriate

treatment involves choosing from available options using appropriate criteria, which may include

doing nothing at all. The control methods selected should complement one another. Careful

record keeping is crucial to the evaluation of individual treatment options and the IPM program

as a whole.

Habitat Modification

Pests need food water and shelter to survive. Eliminating or reducing these resources provides

an environment that supports fewer pests. Examples include practicing good sanitation to

reduce food available for rodents, flies, yellowjackets, ants, and cockroaches; repairing leaks

and keeping surfaces dry overnight to reduce water available to pests; removing clutter and

caulking cracks and crevices to eliminate cockroach and flea harborage; and sealing food

tightly in pest-proof containers to prevent access to food by flour moths and beetles.

Because cardboard boxes provide shelter for rodents and cockroaches, when shipments are

received in cardboard boxes, the boxes should be inspected upon arrival for pests, unpacked,

and promptly discarded outside of the school building whenever possible. No items should be

stored in a school in cardboard boxes.

Cracks and crevices in walls, floors or along the building foundation should be repaired. Pipe

chases throughout the school building should be blocked and sealed to prevent pests from

finding shelter in places such as behind or within walls. These are just a few examples of

habitat modification.

Understanding Various Pest Control Types

Physical And Mechanical Controls

Traps are common mechanical control methods, and they are available for a variety of pests,

especially rodents, wasps, and cockroaches. A heavy-duty vacuum can be used to remove

cockroaches, spiders, and many temporary invading insects. Barriers such as window screens

are simple but effective controls. Removing pests with a vacuum cleaner, a fly swatter, or even

a jar may be the simplest and most effective control for occasional pests.

Biological Controls

Introducing and conserving natural enemies to control pest species is often appropriate for

around interior ornamental plants and on school grounds. Avoiding the use of broad-spectrum

insecticides (which kill a wide range of pests) helps conserve beneficial insects such as

ladybugs and lacewings. Some natural enemies can be purchased for controlling pest insects on

indoor or outdoor ornamental plants or in greenhouses.

Chemical Controls

Many different kinds of pesticides are currently available for use against urban and structural

pests. Pesticides include; insecticides, rat and mouse poisons (rodenticides) weed-killers

(herbicides, including “weed and feed” lawn-care products), disinfectants, mold and mildew

products, products that control plant disease (fungicides), and other chemicals designed to kill

pests.

The health of school residents and the long-term suppression of pests are the primary objectives

of a school IPM program. To accomplish these objectives, the program should first look for

non-chemical alternatives. When non-chemical methods are unavailable or ineffective,

pesticide use, often in combination with non-chemical methods, is justified. This approach will

reduce the need for pesticides and will maximize their effectiveness when they are used

If you don’t have a license you should not be applying pesticides in or around New Jersey

schools, including products such as over the counter aerosol ant and roach killers or weed and

feed lawn and turf products.

If you do have a license then read and follow the pesticide label directions carefully. The fact

that a particular product is registered does not mean that it is ‘safe’ under all conditions of use.

Know how to apply and handle these chemicals, and try to minimize the exposure of children,

adults, and non-target species.

IMPORTANT

IN THE STATE OF NEW JERSEY

ONLY LICENSED PESTICIDE APPLICATORS AND LICENSED PESTICIDE

OPERATORS WORKING UNDER THE DIRECT SUPERVISION OF A

LICENSED APPLICATOR MAY APPLY PESTICIDES IN SCHOOLS OR ON

SCHOOL PROPERTY

CHAPTER 5

ESTABLISHING AN IPM PROGRAM AT YOUR SCHOOL

The following eight steps outline a general procedure for implementing an IPM program for a

school or school district:

1. Develop and adopt an official school IPM policy statement, see the model IPM policy

developed for New Jersey schools at the DEP web site www.njipm.org. An advisory

committee may be useful in implementing an IPM program.

2. Designate an IPM coordinator, and be aware of the level of responsibility this job title

carries, adjust other job responsibilities accordingly.

3. Designate IPM program roles for other school personnel, contracted pest control

professionals, and other key players in your IPM program. Some examples of the roles

members of the school community play regarding an IPM program are briefly described

in the next section.

4. Using your IPM policy, develop a site specific IPM plan, see a model plan at

www.njipm.org

5. If you’re using a vendor or contracted pest-control professionals, develop contract bid

specifications. See model contract at www.njipm.org

6. Apply the strategies outlined in the school or school district’s IPM policy and detailed

in the individual school’s site-specific IPM plan.

7. Develop an IPM priorities list for the school or for each school in the school district.

8. Evaluate the IPM programs’ results on an annual basis to determine if pest management

objectives are met or if modifications to the plan are required. Update the school’s site-

specific IPM priorities list.

Roles Of The School Community In A School IPM Program

Implementing a school wide IPM program involves the cooperation of the entire school

community. For members of the community to accept their roles in the program, they must

understand how IPM benefits the members individually and the community as a whole.

IPM Advisory Committee

Although not required by law, an IPM Advisory Committee can help develop and implement

the school IPM program. In some situations, this could be a district wide committee; in others,

IPM decisions will be made at each school. The principal or superintendent may appoint

members to serve on the school committee, a neighborhood pastor or rabbi may ask for

volunteers. In addition to an IPM Coordinator, the IPM Advisory Committee should consist of

individuals with concerns related to pest management, as well as individuals with appropriate

technical expertise.

Members of an IPM advisory committee may include the school principal, teaching staff,

facilities director, maintenance and custodial staff, athletic program director or coaching staff

members, food service director or staff, school nurse, office staff, or parents of the student

body.

The IPM Advisory Committee can help implement the school IPM plan by addressing specific

issues set forth in the plan, examples of which might include:

 Do individuals who apply pesticides at the school have an appropriate license?

 What forms should be used for reporting pests, documenting repairs, and recording

pesticide applications? See model forms at www.njipm.org

 Where should reporting documents be kept?

 How can communication of IPM issues and practices be improved? How can

notification of parents regarding IPM practices be improved?

 What specific pest action thresholds are appropriate?

School IPM Coordinator

The IPM Coordinator is designated by the local school board or school administration or by the

IPM Advisory Committee and could be the school principal, the facilities manager, a custodian,

a teacher, or someone under contract with the school to serve as the IPM Coordinator.

The school IPM Coordinator plays a major role in a school IPM program and is responsible for

the day-to-day requirements of the program. The IPM Coordinator has an important

responsibility and must be given the authority to make requests for facility repairs, renovations,

or other improvements to manage and prevent pest problems at the school, now and in the future.

In other words, to manage the school’s IPM priorities list, which should be updated at least once

each year during the IPM Program’s Annual Review between the IPM Coordinator and the

school administration, i.e., the Principal. The IPM Plan annual review is required by the IPM in

School law. The administration must also recognize the time required to take on the many added

responsibilities involved with the IPM Coordinator position.

Maintenance/Custodial Staff

Maintenance, custodial, and grounds superintendents and their staffs play key roles in an IPM

program. They are responsible for recognizing and correcting conditions that may lead to pest

problems, such as water leaks, potential pest entryways, and poor sanitation practices. It is

essential that all facilities and grounds maintenance and custodial staff be adequately trained to

recognize and prevent pest problems.

Regardless of who is appointed, the IPM coordinator must be, or be willing to

become, knowledgeable about integrated pest management systems.

Kitchen Staff

Food handling and preparation areas are among the most critical areas for pest management.

Kitchen staff must understand the importance of good sanitation and proper food storage. Good

sanitation includes things like moving and cleaning under and behind refrigerators and freezers

etc., on a regular schedule, and more often as necessary following a spill. Whenever possible,

any food that must be kept in a school should be sealed in a plastic container or stored in a

container with a screw on lid. Kitchen staff must play a very active role in implementing an IPM

program.

Administrators/Principals

Administrators, Principals and school boards set the tone for the IPM program. Administrators

should have a general understanding of any state law pertaining to IPM in schools and regarding

application of pesticides in schools. The most important responsibilities of administrative staff

are designating an IPM Coordinator; adjusting the new coordinator’s responsibilities as

necessary; developing a pest management policy and plan, and possibly forming an IPM

Advisory Committee. Another important role of administrators is to, in concert with the IPM

coordinator, assign priorities for building maintenance requests submitted by the IPM

Coordinator. Without administrative support for such requests, IPM programs will have limited

effectiveness.

School Nurse

The school nurse should maintain copies of material safety data sheets (MSDS) for any

chemicals used on school property and be aware of any children or staff with asthma or chemical

sensitivities. The nurse may help coordinate notification about the use of pesticides at the school.

Because head lice are a common problem for children between 3 and 10 years old, the school

nurse should educate parents and staff about preventing the spread of lice, but it must also be

understood that head lice are considered a medical problem, not a pest problem. Applications

should almost never be made at a school for control of head lice.

Students and Staff

The first and most important pest management responsibility of students and staff is sanitation!

Often, success in preventing and reducing pest infestations depends on whether or not food is left

in classrooms, common areas like the teacher’s lounge, and student’s lockers. Whenever

possible, any food that must be kept in a school should be sealed in a plastic container or stored

in a container with a screw on lid. The second responsibility for students and staff is to help with

pest monitoring. Students and staff can provide important information by reporting the presence

of pests; what did you see, when did you see it, and where did you see it. It is essential that

students and staff understand their role, and are familiar with the correct method for reporting

pest sightings at their school.

Parents

Parents want their children to experience a safe and pleasant learning environment in school. For

this reason, parents are usually among the first to speak up about perceived unsafe conditions in

a school. Unsafe conditions can occur when pest problems are improperly managed or when

pesticides are overused or used improperly. Parents should never hesitate to bring their concerns

about safety issues to the attention of school personnel. Parents should be aware of pest

management practices in their children's schools. Schools should welcome questions and

encourage parents to seek information. Visible interest and concern by parents’ serves as a

stimulus to the school to do the best job it can to provide effective, safe pest control. Parents

should express their views to the school IPM Coordinator, the school district superintendent, the

school principal, school-based improvement committees, and to the local Parent Teacher

Organization or Association (PTO or PTA).

Vendors and Contractors

While it is in the interest of vendors and contractors to foster good customer relations, the only

way to enforce good sanitation practices by vendors and contractors is by putting specific

language in their bid specifications and contracts. Contracts should specify regular maintenance

service, cleaning under and behind machines (photo-copy machines, soda machines and vending

machines are examples) during service visits, and the immediate correction of problems that may

foster pests (such as breakage, leaks, or excessive condensation from machinery).

Pest Control Contractors

As with other contractors, a pest control professional is responsible for adhering to a contract.

This contract should include such elements as maintaining and using pest sighting logs and

pesticide use records at the school site, conducting inspections, consulting with the IPM

Coordinator, providing specific recommendations, in writing, to correct pest-promoting

conditions, using proper posting and notification, and implementing appropriate least-hazardous

procedures to correct pest problems. Any desired restrictions concerning the use of sprays and

aerosol formulations, known carcinogens, and baseboard applications should be clearly noted in

the contract. See the model contract at www.njipm.org.

Pest Management Plan

A written pest management plan specifically establishes pest thresholds and pest control methods

that will be used to maintain pests below threshold levels. It is a reference for the IPM

coordinator, pest control contractors, school staff, and others to ensure implementation and

compliance with the school's IPM policy. The plan also includes procedures for record keeping,

notification, education and communication. There are many ways to write a pest management

plan; however, every plan should include at least the following components:

 A copy of the school pest management policy.

 Designation of the IPM Coordinator and possibly an IPM Advisory Committee.

 A description of how the IPM philosophy will be applied at the school, for example, all

activities designed to reduce pest populations will be based on an accurate determination of

the pest's identity and knowledge of the pest’s biology and life cycle.

 A description of the pest-monitoring plan. Everyone must know his or her role with regard

to pest monitoring. For example, what does a student do following a pest sighting; what does

a teacher do, what does the kitchen staff do, etc.

 Predetermined action thresholds for important pest problems and a statement emphasizing

the adoption of these thresholds for making treatment decisions. This should be done for any

pest that is likely to become a problem at your school. Examples include mice, bees and

yellowjackets, cockroaches, ants, flies, weeds, etc.

 A description of the management options to be considered before the use of a chemical

control. These options include increased sanitation, physical controls, mechanical controls,

biological controls, and of course the option of no control at all.

 A description of the educational activities to be conducted to gain the cooperation of the

school community. Detail who shall be given training as well as who will give the training.

CHAPTER 6

THE NEW JERSEY SCHOOL IPM LAW

This section is designed to outline the requirements of the School IPM Law and explain the

regulations needed to supplement and carry out the law. Where needed, the State will provide

model documents, notification forms, or other references to aid schools in complying with these

requirements.

The School IPM Law supplements existing laws and rules at the federal and state level regarding

pesticides. Detailed requirements already exist for pesticide applicator licensing, proper pesticide

use, sale, storage, and transport. Pesticide product labels are mentioned throughout this manual

as an important component related to school IPM. It is important to note that label directions on

pesticide products are the equivalent of federal and state law and must be followed. However,

state regulations can be more stringent than the pesticide label, but never less stringent (since less

stringent would violate federal law). One example in the School IPM Law where New Jersey is

more stringent than pesticide labels is student re-entry into a pesticide treated area. The use of

certain pesticides will trigger a seven hour wait before students may re-enter the area. An

example would be pesticide label directions that direct the applicator not to allow entry until the

product has dried and settled. However, the new law says that if a product label does not give a

specific numeric re-entry time then the re-entry time defaults to seven hours.

Full review of this manual should answer many questions about implementing a school IPM

program that complies with New Jersey law. Further questions can be directed to the Department

of Environmental Protection (DEP), Pesticide Control Program at (609) 984-6908, or by

forwarding an email through the Contact Page found at DEP's internet web site for IPM at

www.njipm.org.

The Law

The requirements of the School IPM Act to be implemented by June 12, 2004 are listed below.

Public school boards, trustees of charter schools, and principals or lead administrators of private

schools are responsible for complying. The individual named by the school as the IPM

coordinator has joint responsibility for many of the requirements as well.

1. IPM Policy and Plan: The law required that DEP develop a “model School IPM

Policy” in cooperation with the New Jersey School Boards Association, the Department

of Education, and Rutgers Cooperative Extension, by December 12, 2003. Part of this

Policy requires the development of an IPM Plan that is a more detailed and site-specific

document that covers how the school will carry out IPM on a day-to-day basis, and

covers all elements of the IPM Policy in greater detail. Guidance for creating an IPM

Plan is provided at the end of this manual.

2. Schools Adopt the Policy: The law requires the superintendent of each public school

district, the board of trustees of a charter school, or the principal or lead administrator of

a private school to adopt and implement a School IPM Policy consistent with the model

mentioned above. Public, private and charter schools with grades pre-kindergarten

through 12 must comply. Not covered by the law are colleges, universities, or day care

centers (unless the day care center is on a school property).

3. IPM Coordinator: Each public school board, charter school, or private school must

appoint an IPM Coordinator to carry out the School IPM Policy and related IPM Plan.

4. Record Keeping: The school must keep records of pesticide application on school

property at each school for three years after the date of application and for five years after

the application of a pesticide for termite control. Records are obtained from the licensed

pesticide applicator performing the work.

5. Use of “Low Impact” Pesticides: Schools must consider the full range of pest

management options that IPM requires, and the law additionally requires a school to

consider using a "low impact" pesticide when it has been determined that pesticide use is

needed. A full discussion of what constitutes a low impact pesticide is contained on page

22.

6. Annual Notice: The school must provide annual notification at the beginning of each

school year to all staff and to the parents or guardians of the student body. This notice

includes the school's IPM Policy and other information about pesticide use at the school,

and contact information for the school IPM coordinator so anyone wanting additional

information knows who to contact. See the DEP (njipm.org) and Rutgers Cooperative

Extension web-sites for a model annual notification form that has all of the required

elements. After the annual notice is distributed at the beginning of the school year, new

staff and parents or guardians of new students must receive this notice upon employment

or enrollment, respectively. They must never be made to wait until the next school year

to receive this information.

7. Notification and Sign Posting: The school must provide prior notice and post signs

before the use of any pesticide (except that notification and signs are not needed when

“low impact” pesticides as defined by the law are used). The notice must be given at least

72 hours before the pesticide application to all staff and parents or guardians of students

enrolled at the school. Additionally, signs must be posted at least 72 hours before the

pesticide application. These requirements apply when school is in session (September

through June). During holiday periods or during the summer months when school is not

in session, only staff and the parents or guardians of students using the school in an

authorized manner need to be notified.

The notice to staff and parents or guardians may be made by:

 Written note that the student takes home

 Written note mailed at least one week prior to an application

 Phone call

 Direct contact

 Electronic mail

The posted notice requirements are:

4 Signs must be posted in or adjacent to area of the pesticide application

4 Signs must also be posted at each entrance to the school building or school grounds being

treated with pesticides

4 The sign must be posted from 72 hours before until 72 hours after the application

4 The size of the sign must be at least 8.5 inches by 11 inches.

Refer to the DEP (njipm.org) and Rutgers Cooperative Extension web-sites for a model

notice and sign that contains all of the required elements. Communication with the pest

control professional is essential for obtaining all necessary information about the planned

use of pesticides. The name and EPA registration number of pesticides to be used, dates

and times for the pesticide use, pesticide product labels, and Material Safety Data Sheets

(MSDS) should all be available from the pesticide applicator. Since the notices and signs

must contain pesticide label precautions that relate to public safety and possible adverse

effects from the MSDS, IPM Coordinators must familiarize themselves with these

documents.

8. Emergency Pesticide Use: The law provides for slightly different notification

requirements in the event of a “school pest emergency” that is defined as an “urgent need

to mitigate or eliminate a pest that threatens the health or safety of a student or staff

member.” It is the responsibility of a school official such as the IPM Coordinator to

determine if an emergency exists. Whoever is charged with this responsibility, it should

be clearly stated in the IPM Plan. One example of an emergency would be the presence

of stinging insects such as ground hornets in an athletic field where events are scheduled.

If a pest emergency exists, the school may use pesticides, but the posting must be done at

the time of the application, and the notice to parents and staff must be done within 24

hours (or by the next school morning, whichever is earlier) after the emergency

application. The notice that goes to parents and staff must explain what the reason for the

emergency was, and if possible, what can and will be done to prevent such an emergency

use of pesticides in the future. A model form for use as an emergency notice that contains

all required elements is included in the Tools and Templates area of the DEP IPM in

Schools web-sight (njipm.org).

9. Re-entry: The law requires schools and pesticide applicators to carefully time

applications and strictly control when students re-enter pesticide treated areas. The

following is a summary of these requirements:

 Applications of pesticides (except for low impact pesticides) are not allowed in a school

building when students are present, unless the area being treated is served by a separate

ventilation system and is also separated from the untreated area by smoke or fire doors.

 For applications of pesticides (except for low impact pesticides) whether indoor or

outdoor, students are not allowed in the treated areas prior to the time allowed for re-

entry on the pesticide product label. If the label gives no numeric time for re-entry, then

the law mandates that seven (7) hours must pass before students can re-enter.

 For applications of low impact pesticides, students are not allowed to re-enter until the

pesticide application has dried or settled, or if the label specifies a re-entry or ventilation

time, until that time has passed.

10. Additional Information/Responsibilities: The IPM Coordinator for the school is

jointly responsible along with the school itself (the local school board and or the lead

administrator or principal), for carrying out all aspects of the IPM program. Additional

logistical items the IPM Coordinator must comply with are:

 Maintaining information about the IPM Policy and Plan at the school.

 Maintaining information about pesticide applications at each school the coordinator is

responsible for (not at a central or district location) including records obtained from the

pesticide applicator, MSDS when available for pesticides used, and labels for all pesticide

products used.

 Maintaining records of all pest monitoring or other IPM-related evaluations and

activities.

 Responding to inquiries and providing information to students, staff, and parents or

guardians regarding pest management, and to State and County representatives.

 Educating the school community.

 Providing access to the above information for public review.

Regulations

Adopting regulations allows a state agency (the DEP in this case) to enforce the requirements of

the law. Laws are generally written in broad terms, and regulations are designed to be more

specific and carry out the intent of the law. This section will give a general preview of concepts

that DEP covers in regulation that are different from the summary of the law in the previous

section. The regulations were adopted on December 6, 2004 and were effective on that date.

Please visit the Pesticide Control Program Internet web site for the complete regulations.

http://www.njpcp.org or http://www.nj.gov/dep/enforcement/pcp/index.htm.

Concepts covered in regulations that are in addition to requirements from the law outlined above:

 Educational component for School IPM Coordinators - training based on this manual.

 Educational component for pesticide applicators, an additional license (category 13) specific

to school IPM will be required for applicators operating on school property.

 Formalizing the model School IPM Policy elements in the regulations.

Guidance On “Low Impact” Pesticides

Introduction

The law requires that after non-chemical means of pest control have been considered and

exhausted and pesticide use is deemed necessary, preference be given to using a pesticide that is

classified as “low impact.” The use of a low impact pesticide prevents the need for the school to

post warning signs or send notices to all staff and parents. This section is designed to clarify

what pesticides or pesticide ingredients fit into this “low impact” classification, and how

reducing risk is a process that goes beyond mere product selection.

The law's preference for pesticides classified as low impact, is an attempt to reduce exposure risk

by choosing pesticides that the law considers to be of relatively minimal risk, compared to other

pesticides. This leads to a very important point for IPM programs, and pesticide use in general.

All pesticides have some degree of risk associated with them, including those that the law

considers “low impact.” In order for a pesticide to be truly low impact, other considerations

beyond the choice of pesticide product must be considered, including the timing, methods and

site of the pesticide application. Actual risk reduction from pesticide use can only be achieved by

careful and knowledgeable product selection, well placed product application, and appropriately

timed applications.

For example, when a pesticide such as boric acid is classified as “low impact”, consumers or

school officials may be led to believe that it can be used without risk. However, children may

have adverse reactions when exposed to oral or dermal contact with the product due to improper

application. Boric acid will repel and kill cockroaches when it is applied as a fine dust in wall

voids inaccessible to people. When applied in this fashion, boric acid could appropriately fulfill

its designation as low impact. It has a low volatility and is relatively low in risk to mammals.

However, when applied in clumps along baseboards and heating elements where it can become

airborne or be picked up and handled by small children, this particular application of boric acid

is not fulfilling the intent of its low impact designation. In this scenario, boric acid poses a high

risk of exposure and can be quite toxic to children when used in this manner.

In order for a pesticide selection to truly reduce risk in an IPM program (whether or not it is

classified as low impact under the law), the following questions must be asked:

 What is the pesticide being used for?

 When will it be used?

 Where is it going to be applied?

 What methods will be used to apply the pesticide?

 What organisms will it potentially effect other than the target organism?

 How much control does the pest control professional or school official have over the

application of this pesticide (will it drift? translocate? be carried around?)

Now that it is clear that reducing pesticide risk goes beyond the selection of the product, it is

time to discuss the actual list of pesticides and categories of pesticides deemed “low impact”

under the law.

List of Low Impact Pesticides

Low impact pesticides as defined in the School IPM Law can be classified in two categories. The

first category is, pesticides or substances that the Federal Environmental Protection Agency

(EPA) has decided are not necessary to regulate, generally because of the minimal risk they

represent. The second is a group of other pesticide ingredients or formulation types that the

School IPM Law considered to be of lesser risk because of the nature of the product formulation,

the ingredient, or how it is used. Become familiar with the products described or listed here. If

your IPM decision making leads you to the conclusion that pesticide use is needed, consult with

the pest control professional for your school to determine if any of these pesticides will

adequately solve the problem. Questions about whether a product qualifies as low impact should

be directed to the Pesticide Control Program at (609) 984-6568.

EPA Exempt Pesticides or Substances

The following pesticides have been determined by EPA to not require regulation, and are listed

in the federal regulations at 40 CFR § 152.25:

4 Treated articles or substances, for instance, wood treated to repel insects. Although the wood

has been treated with a pesticide, the wood itself is not considered a pesticide.

4 Pheromones or pheromone traps, substances produced by insects that can be used to lure or

trap insect pests of the same species.

4 Preservatives, for biological specimens, such as embalming fluids, when used for that

purpose.

4 Food or food products used to attract pests.

4 Cedar wood; blocks, shavings, chips, etc., used to repel insects.

Minimum Risk Pesticides

The following is a list of “active” ingredients (the ingredient with the pesticide value) that are

exempt from EPA regulation assuming the product meets certain conditions. If these ingredients

are in a product that is properly labeled with all ingredients (both active and “inert”) and the

product does not claim to control disease carrying pests, and does not make false or misleading

claims, they are considered “minimum risk” and thus able to be used as a low impact pesticide

under New Jersey law.

The active ingredients listed here may be combined with any of a number of "inert" ingredients

from a list published by EPA. This list of minimum risk inert ingredients is known as List "4A".

The “4A” list changes periodically and is re-published by EPA after changes are made. Updates

of list 4A can be obtained from EPA's Internet web site at

www.epa.gov/opprd001/inerts/inerts_list4.pdf.

Castor oil (U.S.P. or equivalent)

Cedar oil

Cinnamon and cinnamon oil

Citric acid

Citronella and citronella oil

Cloves and clove oil

Corn gluten meal

Corn oil

Cottonseed oil

Dried blood

Eugenol

Garlic and garlic oil

Geraniol

Geranium oil

Lauryl sulfate

Lemongrass oil

Linseed oil

Malic acid

Mint and mint oil

Peppermint and peppermint oil

2-Phenethyl propionate (2-phenylethyl

propionate)

Potassium sorbate

Putrescent whole egg solids

Rosemary and rosemary oil

Sesame (includes ground sesame plant

stalks) and sesame oil

Sodium chloride (common salt)

Sodium lauryl sulfate

Soybean oil

Thyme and thyme oil

White pepper

Zinc metal strips (consisting solely of zinc

metal and impurities)

Other Pesticides the School IPM Law Considers “Low Impact”

The following ingredients or types of pesticides are also considered low impact.

Formulation Types - gels, pastes, or baits. Ant traps and insecticide gels are good examples of

this class of low impact pesticides. Rodent baits also fit into this designation, although rodent

baits should be rare in an effective school IPM program.

Antimicrobial Products - pesticides used to kill microorganisms such as bacteria and fungus.

Disinfectants, cleaners, mold and mildew removers all fall into this classification. The full

definition of these products from state pesticide regulations at N.J.A.C. 7:30-1.2 is as follows:

“Antimicrobial agents” means:

1. Disinfectants intended to destroy or irreversibly inactivate infectious or other

undesirable bacteria, pathogenic fungi, or viruses on surfaces or inanimate objects;

2. Sanitizers intended to reduce the number of living bacteria or viable virus particles

on inanimate surfaces, in water, or in air;

3. Bacteriostats intended to inhibit the growth of bacteria in the presence of moisture;

4. Sterilizers intended to destroy viruses and all living bacteria, fungi, and their spores,

on inanimate surfaces; or

5. Fungicides and fungistats intended to inhibit the growth of, or destroy fungi

(including yeasts) pathogenic to man or other animals on inanimate surfaces;

6. Commodity preservatives and protectants intended to inhibit the growth of, or

destroy bacteria in or on raw materials (such as adhesives or plastics) used in

manufacturing, or manufactured products (such as fuel, textiles, lubricants, and

paints); or

7. General use algicides labeled for use in:

i. Swimming pools, hot tubs, whirlpools, spas, ornamental ponds, fountains,

fish tanks, and waterbeds;

ii. Water, wastewater and sewerage treatment plants, but only where there is a

controlled inlet and outlet; and

iii. Industrial, commercial, and manufacturing processes.

Specific Active Ingredients - Specific pesticide ingredients the School IPM Law has added

to the low impact designation are:

 boric acid

 disodium octoborate tetrahydrate

 silica gel

 diatomaceous earth

Microbe Based Insecticides - the most common example of this would be bacillus

thuringiensis or “Bt”, a widely used microbe that is the ingredient in many home and garden

products, mosquito larvicides, and gypsy moth control products.

Botanical Insecticides (not synthetic) - a common example of this would be pyrethrum,

extracted from the chrysanthemum plant, or neem oil that is extracted from kernels of the neem

plant. Synthetic versions of botanicals (pyrethrin) or those that contain “toxic” synergists to

enhance the potency do not qualify as low impact. So a product with pyrethrum is low impact

while a product with pyrethrin is non-low impact.

Biological, Living Control Agents - a common example of this would be a pesticide that

uses parasitic nematodes (a small worm-like organism) as its active ingredient. These nematodes

are used to control a wide variety of insects. Beneficial insects would be another type of control

agent that would fit into this category. For more information about beneficial insects, see the

New Jersey Department of Agriculture's Internet web-site at www.nj.gov/agriculture/plant/pabil

When pesticide use is needed, careful product selection, good communication with the

school's pest control professional, and a realization that risk reduction is more than just

roduct selection are the keys to remember.

CHAPTER 7

INFORMATION FOR ADMINISTRATORS

This section is directed at the school administrator and contains several documents, listed below,

which should be used as part of an IPM plan. A complete list of the model documents and forms

that are available for download will be included at the end of this section.

Policy Statement

New Jersey schools must develop and adopt an IPM policy. The Department of Environmental

Protection, along with the Department of Education, the NJ School Boards Association and

Rutgers University has developed a model IPM policy for schools in the state to use. The first

step in an IPM program is to establish a school IPM policy and inform the school community

regarding the policy. The policy must be provided to parents and guardians of the students as

well as all school staff at least once a year. The model Policy contains the minimum IPM

standard for New Jersey Schools.

Contracts

Contract Guide Specifications in the form of a model contract for Integrated Pest Management

Programs in New Jersey Schools has been developed and is available for download. School

officials may find these guidelines useful when creating bid specifications for integrated pest

management proposals from vendors. These specifications are provided as a starting point for

schools that outsource pest management. If used as a template for contracts, these guidelines

should provide the pest control professional with descriptions and details sufficient to deliver

quality IPM in schools.

Notification

Annual Notification

The New Jersey School IPM Act calls for annual notification to the school community, at the

beginning of the school year, regarding the school’s IPM policy. The notification includes a

copy of the schools IPM Policy, along with a complete list of pesticides the school is using or

has used during the previous 12 months (both low impact and non-low impact pesticides). The

notice also includes the name and contact information for the school’s IPM coordinator, and the

date, time and place of any meeting, if one is to be held, for the purpose of adopting or

modifying the school integrated pest management policy or plan.

Pre-Notification of Non-Low Impact Pesticide Application

In New Jersey, when a school decides that a non-low impact pesticide must be used, the school

community must be informed 72 hours in advance of the application. The application of a non-

low impact pesticide in a school environment is a last-resort management option. It is important

to make the parents and guardians of the student body, teachers and staff aware when this type of

application is necessary, and when and where the application will occur.

The 72 Hour Notification form should be completed with the assistance of the pest control

professional, and sent to the school community. In a well-integrated IPM Plan, responsibility

for this notification may fall to the IPM Coordinator or to the School Principal or both. The IPM

coordinator may consult with the pest management professional to complete the form, and the

form is then sent through the Principal’s office for distribution to the school community.

Responsibility for this form should be clearly stated in the school’s IPM Plan. See chapter 6 for

details on how to properly send notifications. Questions regarding notification may be made

directly to the DEP at (609) 984-6908

Other Forms

(IPM) Pest Sighting Log

A pest sighting log should be kept at each facility, building, floor, or room depending on your

specific IPM plan. The district IPM coordinator or building IPM coordinator should be

responsible for this document. All employees in the given area should know to report any pest

sightings either directly to this Log or to the IPM coordinator responsible for the Log. Review of

this form should be included as part of the pest control professional’s periodic inspection

process. The pest control professional reviews this document at the beginning of each visit and

responds appropriately. Any treatments should then be recorded in this Log by the IPM

coordinator.

Integrated Pest Management Cafeteria Inspection Checklist

Because food-handling areas tend to be the source of many pest infestations, a separate

inspection form is provided for cafeterias. The pest control professional can use this document to

ensure that a thorough inspection has been completed. A checklist should be completed during

each inspection. The pest control professional, however, should not limit the inspection solely to

what is indicated on the checklist. The IPM coordinator should review the pest control

professional’s comments on the checklist and take appropriate action. This checklist can be

found in the appendix of the model IPM Plan, or the school can create it’s own checklist.

Model Documents and Forms Available for Download

All of the model documents and forms discussed in this section and throughout this manual are

available for down-load from both the Department of Environmental Protection and Rutgers’

Cooperative Extension IPM in School web sites located at:

http://www.njipm.org

http://www.pestmanagement.rutgers.edu/IPM/SchoolIPM/index.htm.

Forms

Most forms are available in both Microsoft Word and Adobe pdf format:

Model IPM Policy

A guidance document for writing an IPM Plan

Model IPM Plan

Model Contract

Annual Notification Form

72 Hour Notification Form

Emergency Notification Form

Compliance Certification Form

Posting Form

*Pest Sighting Log*

*Cafeteria Check List*

* These and other helpful forms can be found in the appendix of the Model Plan listed above. *

IPM Plan

The IPM Plan is the key to a successful IPM program at your school. Guidance on creating an

IPM Plan is also included at the end of this manual.

The New Jersey IPM in School Act calls for each school Principal to be directly involved in

writing the school’s site specific IPM Plan along with the school’s IPM coordinator, and

others at the schools discretion. It’s advisable to include the pest control professional whenever

possible. Other possible participants might include members of your IPM Advisory Committee

if one has been formed, the Athletic Director (or possibly a coach) or anyone familiar with the

schools day-to-day operations, needs, goals etc….

School Districts are permitted to have a single IPM Policy, however, each school in the district

must have it’s own site specific IPM Plan. An IPM Plan includes, among other things, maps of

the buildings and grounds (hand drawn maps are all that is necessary) and a site specific IPM

priorities list based on a through IPM inspection of the school and school grounds. Each

school’s site specific IPM Plan will be maintained at the school, not at a central or district

location. This IPM plan will be asked for and reviewed during random inspections by State and

County representatives.

The school IPM Plan also goes through an annual review between the IPM coordinator and the

School Principal, during this review the IPM priorities list is maintained, and the effectiveness of

the plan is analyzed. Following this review, the Principal will report on the effectiveness of the

plan to the local school board, and the plan may be revised as needed. Your plan may change

considerably during the first few years and then become more stable as you address

considerations from your IPM priority list.

CHAPTER 8 – COMMON SCHOOL PESTS

Ants

Ants become pests when they invade buildings in search of food or shelter. It is often very

difficult and laborious to eliminate most ants from their outside habitat, so management efforts

should aim at preventing ants from invading structures. Unfortunately, prevention is not always

successful and management actions must be implemented.

Although ants often are regarded as pests, they are beneficial in several ways. Ants are predators

of numerous pest insects, including fly larvae and termites. By aerating soil and recycling dead

animal and vegetable material, they aid in the formation of topsoil. Ants are also responsible for

pollinating plants in some areas. Ants provide a great service to the environment, and

management efforts that prevent or suppress ants are preferred over practices that aim to

eliminate ants.

Identification and Biology

Ants are social insects. They live in colonies whose members are divided into three castes,

workers, queens, and males. The workers enlarge and repair the nest, forage for food, care for the

young and the queen, and defend the colony. The queen lays eggs, and the males serve only to

mate with the queens.

Ants pass through four stages of development: egg, larva, pupa, and adult. After mating with

males, queens lay eggs that hatch into blind, leg-less larvae. The larvae are fed and cared for by

worker ants. At the end of the larval stage they turn into pupae, which do not feed. After a short

period of time, adult ants emerge from their pupae cases and become worker ants.

The first step in managing pest ants is proper identification, since many types of ants may invade

a structure. It is critical to identify the type of ant you want to manage, because most ants differ

in their habits and food preferences.

Damage

Many species of ants, such as pavement ants, are particularly prone to infesting food. Inside

buildings, these ants are merely a nuisance, since they almost never bite. However, ants walk

over many different kinds of surfaces and sometimes feed on dead animals and insects, so it is

possible that they can carry disease-causing organisms to human food. Assume that ant-infested

food has been exposed to organisms that can cause spoilage, and throw it away.

Carpenter ants may cause some structural damage as they excavate moist, rotting wood and other

soft materials (such as foam insulation board) to make satellite nests. If you have carpenter ants,

you have a moisture problem somewhere. Along with a pest control professional you will likely

also need a carpenter and or a plumber to correct the problem. Carpenter ants may mean a leaky

roof or pipes, repair any water leaks and replace moist or rotting wood as needed.

Detection and Monitoring

Visual inspection is the most useful monitoring technique for detecting ants, and can be very

useful in preventing a developing infestation. A thorough inspection and prevention program is

required to locate the ant source. Ants are most likely to be indoor pests in kitchens and food

preparation areas, e.g., cafeteria, home economics areas and teachers lounge areas.

 Make a map of the school on which you can note problem areas and areas needing repair.

 A bright flashlight, kneepads, and a mirror are helpful.

 Carry a caulking gun to seal holes and cracks during inspection to prevent ants from gaining

entry to the structure.

 Keep accurate records during the monitoring program (inspections) to help formulate an IPM

plan and evaluate its effectiveness.

 Ants are most likely to be indoor pests in kitchens and food preparation areas.

 An ant infestation may indicate that there has been a change in the methods of storing food or

food waste that allows increased food sources for ants. Note how food and food wastes are

stored in the area, and whether refuse containers are emptied and cleaned regularly. Inspect

recycling bins to ensure that recyclable items have been cleaned before being placed in bins.

A quick rinse is all it takes.

 Talk with kitchen staff and custodians to learn more about the problem from their

perspective.

 Ants can be attracted to snacks kept in classrooms or teachers’ lounges and to sweet drinks

accidentally spilled on the floor.

 Glue boards or sticky traps placed in areas ants are likely to be found can be useful in

monitoring.

 Carpenter ants are attracted to moist areas. Check any areas where there might be a water

leak, or moist or rotting wood (including firewood, logs, sick looking trees or tree stumps

outside the building).

Management Options

Habitat Modification

The environment should be modified to reduce ant entryways and access to food. With quality

materials and careful work, the alteration will be permanent and will make a long-term impact on

the number of ant invasions.

Caulking

 Caulk all potential entryways with a silicone caulking compound.

 Use mildew-resistant caulk in moist areas.

 It is not necessary or practical to seal all cracks, but begin with the access point that the

current trail of ants is using.

 Always carry caulk when making inspections, and seal as many cracks as time allows,

especially those around baseboards, cupboards, pipes, sinks, toilets, and electrical outlets.

Silicone caulks are flexible, easy to apply, and long-lasting.

 Use weather strip around doors and windows where ants may enter.

 Repair any water leaks and replace moist or rotting wood as needed.

Sanitation

Sanitation eliminates food for ants. Thorough daily cleaning of school kitchens and food

preparation areas is essential.

 Sweep and mop floors.

 Drain all sinks and remove any food debris.

 If children regularly receive snacks in classrooms, these floors should be vacuumed and/or

mopped daily.

 Periodically give all food preparation areas a complete cleaning, focusing on areas where

grease and food debris accumulate. These include drains, vents, deep fat fryers, ovens,

stoves, and hard-to-reach areas behind or between appliances. Thoroughly clean these areas

with a powerful vacuum.

 At the end of each day, remove all garbage that contains food from the building.

 Use soapy water to wash any bottles, cans, wrappings, and other items that have food

residues before storing them for recycling.

 If dishes cannot be washed right away, it is very important that they at least be rinsed to

remove all food debris.

 Place garbage in sealed plastic bags, then place the bags into a rodent-proof dumpster or

other storage receptacle.

 Keep garbage cans and dumpsters as clean as possible to deny food to ants, as well as

roaches, flies, mice, and rats.

Anyplace a trail of ants has been seen should be cleaned with soap/detergent and water to remove

ant pheromone trails (a scent trail left for other ants to follow).

Proper Food Storage

 Food not kept in the refrigerator should be kept in containers that close tightly. Cardboard

boxes are not ant or roach-proof.

 Keep particularly attractive substances, like sugar and honey, in a refrigerator.

 Although refrigerator storage is usually safe, ants sometimes get into refrigerators even when

the seals appear intact. When this occurs, a light, temporary coating of petroleum jelly on the

edge of the refrigerator seal will exclude the ants.

 Screw-top jars are ant-proof only if the lid has a rubber seal, because some ants can follow

the spiral ridges to get into the jar.

 Glass containers with rubber gaskets or plastic containers with tight-fitting, snap-top lids are

also ant-proof.

 Upon delivery, transfer packaged food into plastic or glass containers. To prevent roach

problems, do not bring shipping boxes into the food preparation area. Instead, boxes should

be broken down and stored away from the kitchen in a cool area until removed for recycling.

 Advise students and teachers not to leave unsealed food items in their desks or lockers.

 Any food kept in offices or classrooms should be stored in ant-proof containers.

 Storage shelves should be far enough off the floor to facilitate cleaning and to reduce the

possibility of access by insects or rodents. No supplies should be stored on the floor.

Chemical Controls

At times, non-chemical methods alone may prove insufficient to solve a pest problem.

Integrating a pesticide into your management program may be necessary to gain control.

Pesticides must be used in accordance with their EPA approved label directions. Licensed

applicators should always wear protective equipment during pesticide applications. All labels

and Material Safety Data Sheets (MSDS) for the pesticide products authorized for use in an IPM

program should be maintained in a file or logbook designated for this purpose. This logbook or

file must be kept within an individual school building, not at a district or other central location,

and should always be available to the IPM Coordinator or his/her surrogate.

The law also mandates a 7-hour re-entry period whenever a pesticide without a specific numeric

re-entry period is applied. This means that if the label says the treated area cannot be re-entered

for four (4) hours then the re-entry period is four (4) hours, if the label says the re-entry period is

twelve (12) hours, then the re-entry period is twelve (12) hours. However, if a label does not say

what the re-entry period is, then the re-entry period is seven (7) hours. An example would be a

product that says re-enter after product has dried and settled, this product would default to a

seven hour re-entry period in New Jersey.

ew Jersey law allows pesticide applications in schools by licensed professional pesticide

applicators only, or by a licensed pesticide operator working under the direct supervision of a

licensed applicator. Even over-the-counter products such as ant & roach sprays, weed killers or

weed & feed lawn care products require a license if being applied at a New Jersey school.

Cockroaches

Good sanitation is key in cockroach control, it’s also important to understand that most roaches

can go for about a month without food but will die within a few days without water.

Cockroaches are the most important pests within schools, homes, and restaurants. They consume

human foods and contaminate them with saliva and excrement. They produce secretions that

impart a characteristic fetid odor, and their shed skin contains allergens that may cause allergic

reactions such as asthma and other bronchial problems in people inhabiting or visiting infested

buildings.

Identification and Biology

Except for size and markings, cockroaches are generally similar in appearance: all species are

flattened, oval-shaped insects with long legs and antennae. Only four species are common pests

in New Jersey. These are the German, Brown-banded, American, and Oriental cockroaches.

In general, cockroaches like to squeeze into warm cracks and crevices, but the places they

inhabit differ from one species to another. German cockroaches prefer kitchens and lavatory

areas, while brown-banded cockroaches are most often found in dryer classroom and office

areas. American and oriental cockroaches are generally found where there is high moisture, such

as in sewers, basements, and mulch.

The life cycle of the cockroach begins with the egg case, or ootheca. In German cockroaches, the

female transports the egg case around with her until the eggs are about to hatch. The brown-

banded, American, and oriental cockroaches deposit the egg case in a sheltered place.

Cockroaches undergo a gradual metamorphosis during their life. An immature cockroach, or

nymph, looks much like an adult, but is smaller and wingless. As a nymph grows, it sheds its

skin (molts) a number of times. The time it takes a cockroach to become an adult is affected by

temperature. Cockroaches in the nymph stage develop more rapidly when it is warm.

Cockroaches eat carbohydrates, protein, and fat. They will discriminate among foods if given a

choice, but when hungry they eat almost anything. Some products not normally considered food,

starch-based paints, wallpaper paste, envelope glue, and bar soaps contain carbohydrates, and

therefore are food for cockroaches.

Cockroaches are generally active at night and remain hidden during daylight. Daylight sightings

usually indicate a large population that has overrun available harborage or a recent emigrant

cockroach seeking shelter.

Damage

Cockroaches can carry and transmit many common pathogens that cause human and animal

disease (Smith and Whitman, 1992). Consequently, their presence in kitchens and cafeterias

should be deemed hazardous. However, the most important health issue associated with

cockroaches is the production of allergens that can cause severe bronchial problems in sensitive

individuals, most notably in children and the elderly.

Detection and Monitoring

Efforts to manage cockroaches should begin with a thorough visual inspection and a continuous

monitoring program. Once cockroaches have located a suitable harborage (living area) they tend

to concentrate in that site, which they leave only periodically to forage for food and water. Thus,

the first step in any inspection is to locate potential cockroach harborage sites. This effort should

be followed by monitoring of the area to locate specific cockroach infestations. This monitoring

must continue after treatment to determine whether management efforts have satisfactorily

reduced the cockroach population.

Tools Used to Inspect and Monitor for Cockroaches

 Flashlight. Use a heavy-duty, corrosion-resistant model with a bright-colored body,

shatterproof lens, and halogen or krypton bulb. A smaller halogen flashlight with a flexible

neck is useful in tight, confined locations. Flashlight holders that can be attached to a belt are

available.

 Telescoping Mirror. Use a furnace inspector’s or mechanic’s metal mirror with a

telescoping handle and rotating head. To illuminate areas inside equipment and fixtures,

reflect the flashlight beam off the mirror.

 Clipboard and Pen. Use the clipboard to carry monitoring forms, floor plans, and other

documents during inspections.

 Floor Plan Maps and Building Plans. Carry a floor plan with the major equipment and

fixtures marked. In large buildings, construction drawings that show utility lines,

heating/cooling ducts, shaft connections, pipe chases, and other features are very useful for

locating entry points, harborages, and runways.

 Sticky Traps. These are used to locate harborage areas and estimate populations.

 Flushing Agent. A pocket-sized can of pressurized air is useful for spot-flushing roaches out

of inaccessible areas where trapping is not sufficient.

 Utility Tools. A pocketknife equipped with various blades, screwdrivers, and forceps will

enable you to open grills, electrical boxes, and other equipment for inspections. Carry small

vials and adhesive labels to collect cockroach specimens. A 10-power (10x) hand lens (small

magnifying glass) will help you identify roach species. Colored adhesive labels can be used

to mark hot spots, the location of traps and bait stations, and other areas. These tools can be

kept in a tool pouch worn on a belt.

 Knee Pads and Bump Cap. For personal safety, these are useful when crawling around for

floor-level inspections, which will be necessary in all schools.

 Camera. A digital or Polaroid camera is useful for illustrating specific conditions (such as

unsanitary situations or areas needing pest-proofing) in reports to staff supervisors and other

decision makers or subcontractors not on the premises.

Establishing a Communication System

A successful monitoring program depends on clear and frequent communication with principals,

teachers, custodians, and food-service personnel. These people have firsthand knowledge of pest

sightings, sanitation problems, and other contributing factors, such as leaks, condensation

problems, and harborage sites. With a small investment of time, school personnel can be trained

to serve as additional sources of valuable information for the monitoring program.

Make sure personnel understand the following:

 the goals of the cockroach IPM program and the important role monitoring plays.

 their role in the IPM program, what they can do to help reduce the number of cockroaches

and what kind of information they can provide.

 how they can best communicate with the IPM Coordinator, using some type of record

keeping (a form) to write down pest sightings and other information, or via email or voice

mail to record sightings.

If you don’t have a cockroach problem or have successfully mitigated a problem, monitor for

cockroaches or continue monitoring on a monthly or quarterly basis to ensure that new

infestations are detected early.

Visual Inspection

 Note any sanitation problems, such as food or grease spills, food or grease buildup behind or

under kitchen equipment, or improper garbage disposal procedures.

 Note any leaks or condensation.

 Look for cockroach entry points, such as holes in walls or floors, around pipes where they

may enter a wall around electrical conduits, or in vents.

 Record in a “Pest Sighting Log’ locations where cockroaches have been found for repeat

monitoring.

Where to Inspect

Define the specific areas on a map that are to be inspected for cockroaches. Inspect these areas

from floor to ceiling in a systematic and logical fashion, making sure no potential harborage

areas are overlooked. Be sure to inspect:

 in corners of rooms at floor and ceiling level

 under, behind, and around sinks, toilets, showers, bathtubs, drinking fountains, ice machines,

dishwashers, beverage dispensers, and floor drains

 the engine compartments of refrigerators, beverage dispensers, toasters, air conditioners, and

other equipment

 in and under stoves, hot plates, heaters, hot water pipes and radiators

 in and around stove vents, hoods, and grease traps

 between equipment and walls, and between adjacent appliances

 behind picture frames, mirrors, bulletin boards, and wall-mounted shelving

 in false ceilings, vents, light fixtures, ceiling-mounted fixtures, and railings

 in cupboards, linen closets, drawers, filing cabinets, lockers, and cluttered areas

 in and under cash registers, computers, telephones, electric clocks, televisions, light-switch

boxes, and fuse boxes

 in and around check-out stands, vegetable bins, and meat counters

 cracks and crevices in walls and baseboards

 under edges and in comers of tables, desks, counters, and other furnishings and equipment,

especially tube style table and chair legs or frames

 indoor and outdoor trash containers, dumpsters, and recycling containers

 loading docks and storage areas where incoming food, supplies, equipment, and other

potential sources of migrating cockroaches are received and stored

When to Inspect

Most inspections are conducted during daylight hours for the convenience of the inspector.

However, since cockroaches tend to remain hidden during the day, it is difficult to assess the size

and location of a population until after dark. Some individuals schedule at least one inspection

after dark, when the majority of the cockroaches are active. This will give you more information

about the location of the cockroaches and the level of sanitation at a time when the building is

supposed to be clean. Begin your inspection with the lights off, if possible. A flashlight covered

with a yellow filter (Roscoe # 12) will prevent cockroaches from being disturbed while you look

for their harborages and sources of food and water. Then turn on the lights and examine areas

where cockroaches were observed. Note this information on your map.

Flushing

Flushing is a method of locating cockroaches in harborages that are difficult to see or reach. It is

usually not necessary, especially if you conduct thorough inspections. If you do encounter

situations where flushing is necessary you can use pressurized air (available in an aerosol can) or

a hair dryer. A blast of pressurized air will flush the cockroaches from the cracks or crevices.

Scattered cockroaches will soon return to the harborage, where they can be monitored and

treated.

Monitoring with Sticky Traps

A visual inspection may not provide all the information needed about the location and number

of cockroaches, so you may need to use sticky traps as well. Many brands of sticky traps are

available, but most have a similar design. They are usually rectangular or triangular cardboard

boxes with bands of sticky glue, inside. Some models may contain a dark strip that releases a

cockroach attractant. The best sites for traps are near harborages and along cockroach travel

routes. Cockroaches may not enter traps placed in the open or outside their normal routes of

travel. Initially, it is best to place traps near all suspected harborages, water resources, and

travel routes. However, avoid placing traps in extremely dusty or moist areas, because they will

quickly lose their stickiness. The more traps that are used the sooner cockroaches can be

located. Later, fewer traps can be used for ongoing monitoring. Try to “think like a cockroach”

as you decide where to place the traps. Using the site map required by the IPM in School Act

and the followin

exam

les will hel

in identif

the best s

ots.

Trap Locations

Keeping in mind the habitat cockroaches prefer; place traps in the following types of locations:

 near and under sinks and stoves

 in or near motors of refrigerators and other appliances or vending machines

 in or near electric clocks, light-switch plates, and conduits

 next to computer equipment (where possible)

 near leaky plumbing fixtures

 near steam pipes or hot water pipes with insulating jackets

 near drains

 in drawers and cupboards

 in closets, on their floors and upper shelves

 in false ceiling or sub-floor areas

 in areas where packaged goods and equipment are delivered and stored

Trap Placement

Cockroaches are thigmotactic, meaning they like to be in close contact with surfaces. So it is

important that traps be placed against the wall, countertop, etc. and for the opening to be

perpendicular to it so a cockroach traveling along the edge of the floor or wall can walk into the

trap.

Examples for Trap Placement Include

 floors and wall junctions

 floors and cabinets or other solid furnishings

 floors and appliances (stoves, refrigerators, vending machines)

 counters and walls

 hanging cabinets or shelves and walls

Number and date each trap before you put them out. Record on a map drawn for this purpose, the

trap locations, so none are neglected later. After 24 to 48 hours, count and record the number of

cockroaches in each trap. Record the date, type of cockroach and the number of cockroaches on

the monitoring form. If you can not identify the type(s) of cockroach (or other pest), consult

with your pest control professional, or with your Rutgers Cooperative Extension County Agent.

It is of the utmost importance to correctly identify the pest you are dealing with, in order to know

the correct way to manage the pest.

Evaluating Trap Counts

A single building may have several different or unrelated cockroach infestations. These may be

of a single species of cockroach or multiple species. For example, a school in rough condition

may have American and Oriental cockroaches in the basement and German cockroaches in the

kitchens and bathrooms with Brown-banded cockroaches in classrooms and offices. It is

important to learn the type of cockroach you are dealing with.

Use the trap counts located on your map to pinpoint sites of infestation.

 Traps with high numbers of cockroaches indicate nearby harborages, and this is where

management efforts should be concentrated.

 Traps with few or no cockroaches should be moved to other locations until all main

harborage areas are pinpointed. For most programs, even one cockroach is enough to start

management methods.

Post-Treatment Monitoring to Evaluate Effectiveness

After the initial monitoring to pinpoint sites of infestation, treatment efforts can be concentrated

at these locations. A week or two after treatment, traps should again be placed at the infestation

sites to see how well management efforts are working. Place fresh traps at the previous locations

and count the number of cockroaches in the traps after 24 hours. If the trap catch has dropped

considerably, the cockroach population has most likely declined and progress has been made. If

not, another treatment strategy should be considered and greater efforts must be made to

eliminate food, water, and harborage resources. To assess the continued success of treatments

and detect any new infestations, continue to monitor after the IPM program is under way.

Vigilance is important, and good record keeping will save time and energy.

Continuous Monitoring

To avoid future infestations, monitoring should be continued on a monthly or quarterly basis.

This will alert pest management personnel to a new invasion before a population can become

established. Cafeterias and other food-handling locations should be monitored at least once a

month because of the constant transport of food and packaging (which may contain cockroaches)

into and out of these areas.

Management Options

Education

Food service and custodial staff play an essential part in any successful cockroach management

program. Provide them with information on how to maintain cockroach-free kitchens, dining

rooms, and waste disposal areas by applying the methods described below. Teachers, students,

and other staff can and must play a significant role in maintaining a high level of sanitation in all

other areas of the school, so they also must be educated regarding their responsibilities.

Sample IPM Program for a Cockroach Infestation in a Kitchen

 Use sticky traps to locate cockroach habitat.

 Lower cockroach populations by vacuuming areas where traps indicate cockroaches are

residing. Steam-clean infested kitchen equipment and appliances to remove grease when

possible. If necessary, add steam cleaning to your IPM priority list for future budget

consideration.

 Initiate an education program for students, staff, custodians, and building maintenance

personnel to gain cooperation.

 Inspect all incoming items for cockroaches and their eggs. Empty and properly dispose of

corrugated cardboard boxes. No item should ever be stored in a school in a corrugated

cardboard box.

 Improve sanitation and waste management procedures to reduce cockroach food sources.

 Reduce cockroach access to water and habitat by repairing water leaks, caulking cracks, and

scheduling other building repairs.

 Contaminate cockroach water supplies in toilet bowls and drain traps with a small amount of

detergent and water at the end of each day. The detergent /water solution will float on the

water surface, thus removing a source of cockroach drinking water.

 If the previous activities have failed to reduce cockroach numbers, apply insecticidal dusts,

baits, or gels in cracks and crevices and hard-to-clean areas. Blow boric acid or silica aerogel

into wall voids, underneath appliances, or in other inaccessible areas where roaches live.

 Monitor weekly and fine-tune management methods as needed until the problem has been

solved. Continue monitoring monthly or quarterly to ensure that sanitation measures are

maintained and to detect any incipient buildup of cockroach numbers.

Monitor more frequently during the warmer weather.

Habitat Modification

Cockroaches need food, water, and harborage to survive, with harborage being the primary

limiting factor. By modifying the environment of an infested building, you

can reduce cockroach access to these resources. Repair leaking pipes and faucets, and caulk all

cracks. With good-quality materials and a careful job, these alterations will produce a long-term

reduction in the capacity of the structure to support cockroaches. It is important to note that the

simple act of increasing the distance between food, water, and harborage will dramatically

reduce the number of cockroaches a structure can support.

Limiting Areas for Eating

If you expect to contain and limit pest problems (including rodents and ants, as well as

cockroaches), it is very important to designate appropriate areas for eating, and to enforce rules

about eating only in these areas. The fewer designated eating areas there are, the easier it will be

to limit pests.

Proper Food Storage

 Food not kept in the refrigerator should be placed in a sealed container. Cardboard boxes and

paper are not cockroach-proof.

 Screw-top jars are cockroach-proof only if the lid has a rubber seal, because young

cockroaches may be able to follow the spiral ridges to get into the jar.

 Glass containers with rubber gaskets or plastic containers with tight-fitting, snap-top lids are

cockroach-proof.

 Remove food products from cardboard shipping containers before moving them into kitchens

or storage areas. Transfer food packaged in cardboard or paper to plastic or glass containers

as soon as the food arrives in the building. Do not bring shipping boxes into the food

preparation area.

 Advise students and teachers not to leave unsealed food items in their desks or lockers. Any

food kept in offices or classrooms should be stored in ant and cockroach proof containers.

Eliminating Water Sources

German cockroaches can survive for a couple of weeks without food but they must have regular

access to moisture or they will die within a few days. Cockroaches find drinking water in:

 sink traps

 appliance drip pans

 drain pipes

 wash basins and tubs

 toilet bowls and flush tanks

 spills

 condensation on cold water pipes and windows

 leaky pipes and faucets

 pet dishes and aquariums

 vases

 beverage bottles

 various high-moisture foods

 houseplant’s soil and houseplant overflow pans

Much can be done to limit cockroach access to water by increasing sanitation and making

repairs. Clean up spills and dispose of drink containers immediately after use. Keep aquariums

and terrariums sealed with tight fitting screened lids. Repair leaks and dripping faucets, then

drain or ventilate moist areas. Kitchen surfaces should be kept dry when they are not in use,

especially overnight. Contaminate the water available to cockroaches in toilet bowls, drains and

traps, in bathrooms and kitchen areas by adding a small amount of detergent to each at the end of

the school day.

Sample IPM Program for a Cockroach Population in an Office or Classroom

Initiate an education program for students, staff, custodians, and building maintenance personnel

to gain cooperation with the program. Since monitoring and management activities will probably

involve desks, computers, lighting fixtures, and other equipment used by staff, it is essential that

they be given advance warning that work needs to be done. They also should be made aware that

the problem cannot be solved without their cooperation.

 Place sticky traps to locate cockroach habitat and prioritize areas to be treated.

 Vacuum areas where traps indicate cockroaches are living.

 Improve sanitation and waste management in office, snack, and lunch areas to reduce

cockroach food sources.

 Caulk cracks, and schedule other building repairs to reduce cockroach habitat.

 If traps indicate cockroaches have infested computers or other electrical equipment, place

bait stations next to infested machines. Never put baits directly on or inside computers or

electrical equipment. Never use aerosol insecticides around computers because of the danger

of shorting out the equipment. Give office and custodial staff a map showing where bait

stations have been placed and request that the stations not be moved.

 If traps indicate that cockroaches have infested electrical conduits and are moving into the

room through lighting switch plates, spot-treat the switch box with roach baits, gel, or dust.

 If traps indicate that storage boxes containing paper files are infested with cockroaches, treat

with bait stations or tiny gel bait placements.

 If the previous activities have failed to reduce cockroach numbers sufficiently, apply roach

baits, gel, or dust in cracks and crevices, and blow insecticidal dusts into wall voids,

underneath counters, or in other inaccessible areas where cockroaches reside.

 Baits incorporating an insect growth regulator (IGR) will help prevent future cockroach

problems.

 Continue monitoring until the cockroach population has been reduced to a tolerable level.

 Circulate a memo announcing that the cockroach problem has been solved and thank staff for

their cooperation.

 Continue monitoring on a monthly or quarterly basis to ensure that new infestations are

detected early. Remember that monitoring should occur more frequently during the spring

and summer months.

Eliminating Cracks and Crevices

Start by caulking where cockroach populations are highest. If cockroaches remain a problem,

caulk additional areas.

 Use silicon or mildew-resistant caulk around sinks, toilets, and drains.

 Before beginning the sealing process, vacuum and wash the area to eliminate egg cases, fecal

material, and other debris.

 Caulk or paint over cracks around baseboards, wall shelves, cupboards, pipes, sinks, toilets,

and similar furnishings in the locations indicated by monitoring traps.

 Screen drain covers in boiler rooms.

 Repair holes in window screens.

 Weather-strip around doors and windows where cockroaches may enter.

 Where gaps can’t be sealed, they can be widened to make them less attractive to

cockroaches. For example, the crack between freestanding shelving and adjacent walls can be

widened by simply moving the shelving an inch or so away from the wall.

Eliminating Clutter

Removing clutter, especially from areas near prime cockroach habitats such as sinks, stoves,

refrigerators, and vending machines is one of the most important components of cockroach

management.

Clutter in these areas increases available harborage near food and water. All useless, idle, or

outdated items should be removed from the premises. Also, all in-house storage of food

products, cleaning supplies, paper and other goods, should be kept to a minimum, and items

should never be kept in corrugated cardboard boxes. Part of receiving a shipment should be to

unpack boxes and properly store items, after properly disposing of the corrugated cardboard

boxes. The best type of shelving for schools is metal shelving on wheels so that they can be

moved for regular cleaning of storage areas.

Installing Cockroach-proof Fixtures and Appliances

Whenever food preparation areas are scheduled for remodeling, the school or school district can

take the opportunity to install cockroach-proof kitchen appliances and fixtures, such as stainless-

steel open shelving units. The round shape of the metal and the general openness of the design

offer few hiding places for cockroaches. Freestanding storage units and appliances on casters

enable them to be rolled away from walls to facilitate thorough cleaning.

Sanitation

Sanitation disrupts and eliminates cockroach resources. This disruption of the environment can

play a significant role in slowing cockroach population growth. Sanitation creates an additional

advantage by making the cockroach environment so barren that they have a much greater chance

of contacting baits or dusts.

Thorough daily cleaning is essential.

 Sweep and mop the floors.

 Drain all sinks and remove any food debris.

 If children regularly consume snacks in classrooms, vacuum and mop their floors daily.

 Ensure that corners and similar areas are thoroughly cleaned, mopping with a ‘school-type’

mop will not properly clean corners, around the legs of tables or other free standing

equipment, etc …

 Periodically, give food preparation areas an all-inclusive cleaning, focusing on areas where

grease accumulates; drains, vents, deep fat fryers, ovens, and stoves. Steam-clean drains and

infested appliances. Thoroughly vacuum the area with a powerful vacuum cleaner.

 At the end of each day, remove all garbage containing food from the building to prevent

cockroaches from feeding at night.

 Use soapy water to wash any bottles, cans, wrappings, and other items that have food

residues clinging to them before storing them for recycling, preferably outside the building.

 If dishes cannot be washed immediately, it is very important that they at least be rinsed to

remove all food debris.

 Place garbage in sealed plastic bags before putting it into a rodent-resistant dumpster or other

storage receptacle.

 Keep garbage cans and dumpsters as clean as possible to deny food to cockroaches, as well

as ants, flies, mice, and rats. Cleaning of your garbage cans and dumpsters should be done

on no less then a quarterly basis, and more often as needed.

Brown banded cockroaches can survive for some time without access to freestanding water, and

they can live on soap or the glue on stamps, so simple sanitation alone will not have as

significant an impact on a brown banded cockroach population as it will on German

cockroaches. Temporary removal of potted plants (a water source) may be necessary. Also

consider what cockroaches eat when ‘cleaning’ a room. For a time it may be necessary to

remove stamps, soap or glue products.

Physical Controls

Mechanical Barriers

Screens can also be placed behind grill covers and over vents and floor drains to prevent

cockroach entry. Use caulk around the edges of the screen material to make a complete seal.

Cockroaches can travel within and between buildings on runways formed by electrical conduits,

heating ducts and plumbing pipes. Seal openings around these runways with caulk, steel wool, or

screening material.

Vacuuming

A strong vacuum can be used to pick up live cockroaches, as well as their egg cases and

droppings. A vacuum with a HEPTA filter (capable of filtering out particles as small as

0.3 microns) will greatly reduce the amount of cockroach debris that becomes airborne during

cleaning. Airborne cockroach debris (fecal material, body parts, and cast

skins) can cause allergic reactions in sensitive people. If the cockroach population is large,

vacuuming is a way of quickly reducing the population. Once a large portion of the population

has been eliminated, it is much easier to affect the remaining cockroaches with other treatment

measures. Although the dust in the vacuum bag will usually clog the cockroaches’ breathing

apparatus and suffocate them, you can vacuum up a tablespoon of cornstarch to be sure they die.

Trapping

This is not a good option due to cockroach allergens. Although traps will often capture a number

of cockroaches, in most situations trapping alone will not produce a sufficient degree of control.