agricultural extension service pb 1603 suggested ... · the tennessee pest control board,...

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Suggested Guidelinesfor Managing Pests inTennessee’s Schools: Adopting Integrated

Pest Management

PB 1603

THE UNIVERSITY OF TENNESSEEAGRICULTURAL EXTENSION SERVICE

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Written and adapted by:Karen M. Vail, Assistant ProfessorEntomology and Plant Pathology

The University of TennesseeAgricultural Extension Service (AES)

Other Committee Members for IPM in Schools:Gene Burgess, Professor, Entomology and Plant Pathology, UT AES

Roy Bullock, Associate Extension Specialist, Entomology and Plant Pathology, UT AESKathy Haynie, Tennessee Department of Agriculture (TDA), Division of Regulatory ServicesKnox Wright, Tennessee Department of Agriculture (TDA), Division of Regulatory Services

Linda Matheny, Tennessee Department of Agriculture (TDA), Division of Regulatory Services

Earlier Version Reviewed and Accepted with Minor Revisions by:The Tennessee Pest Control Board, Nashville, July 8, 1997

Portions excerpted and adapted from:US EPA.1993. Pest Control in the School Environment: Adopting Integrated Pest Management.

Mike Merchant.1995. Pest Control in Texas Schools: Adopting Integrated Pest ManagementTexas Agricultural Extension Service, Texas A & M University System. B-6015.

West Virginia Department of Agriculture. 1995. Integrated Pest Management in Schoolsand Other Public Institutions.

Suggested Guidelines forManaging Pests in

Tennessee’s Schools: Adopting Integrated

Pest Management

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ContentsIntroduction _________________________________________________________________________ 5

Why We Should Use Integrated Pest Management in Schools ____________________________ 5What Exactly Is IPM? ___________________________________________________________ 5IPM in Schools _________________________________________________________________ 5

Establishing IPM Programs for Schools __________________________________________________7STEP 1. Developing an Official School Policy Statement for Pest Management ______________ 7STEP 2. Designating Pest Management Roles_________________________________________ 8

IPM Coordinator ___________________________________________________________ 8Overseer of Pest Control Services Logbook ______________________________________ 8Custodial and Grounds-keeper Staff ____________________________________________ 8Kitchen Staff ______________________________________________________________ 9Administrators _____________________________________________________________ 9Teachers and Students _______________________________________________________ 9Parents and Community _____________________________________________________ 9

STEP 3. Set Pest Management Objectives for Sites ____________________________________ 9STEP 4. Inspecting, Identifying and Monitoring ______________________________________ 10STEP 5. Setting Action Thresholds ________________________________________________ 10STEP 6. Applying Other IPM Strategies ____________________________________________ 10

IPM Strategies for Indoor Sites _______________________________________________ 10Entryways _______________________________________________________________ 10Classrooms and Offices_____________________________________________________ 11Food Preparation and Serving Areas ___________________________________________ 11Rooms and Areas with Extensive Plumbing _____________________________________ 12Maintenance Areas ________________________________________________________ 12

IPM Strategies for Outdoor Sites __________________________________________________ 12Parking Lots, Athletic Fields, Playgrounds, etc. __________________________________ 12Turf — lawns, athletic fields and playgrounds ___________________________________ 12Ornamental Shrubs and Trees ________________________________________________ 13

Applying Pesticides Judiciously __________________________________________________ 13Minimizing Exposure from Pesticides _________________________________________ 13Pesticide Storage __________________________________________________________ 14Equipment _______________________________________________________________ 14

Traps, Bait Boxes and Monitoring Devices _________________________________ 14Bait Stations and Bait Gels _____________________________________________ 15Sprayers and Dusters __________________________________________________ 15

Public Access to Pest Control Service _________________________________________ 15STEP 7. Evaluating Results and Record Keeping _____________________________________ 15

Evaluating the Costs ___________________________________________________________________ 16Potential Added Costs__________________________________________________________________ 16How to Develop Bid Invitations for Pest Control Services in Public Schools ____________________17

Advantages/Disadvantages of Using School Personnel for Pest Control Services ____________ 17Advantages/Disadvantages of Using Contracted Pest Control Services ____________________ 17Importance of Bid Specifications __________________________________________________ 17IPM Bid Specifications Essential Items _____________________________________________ 18

Model Contract Bid Specifications for Public Schools______________________________________ 19Lists of Sites/Schools to Be Treated______________________________________________________27Weighted Factor Rating System for Evaluating Pest Control Bids ____________________________28Appendix I. Students of IPM. Reprint of Pest control Technology article __________________________ 29 Appendix II. Developing an IPM Policy Statement __________________________________________ 32Appendix III. PESTICIDE LABELS AND LABELING _______________________________________ 33Appendix IV. Pest Surveillance Data Sheets ________________________________________________ 40Appendix V. Pesticide Application Records _________________________________________________ 41

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IntroductionWhy We Should Use Integrated Pest Management in Schools

We all agree it is necessary to protect our chil-dren and other school occupants from unnecessaryexposure to pest control products, while also en-suring they are not subjected to the health risks as-sociated with pests. Cockroaches can pose a severehealth threat. German cockroaches are the mostcommon pests in commercial kitchens and they,along with flies and other pests, may transmit foodpoisoning agents. Cockroaches and their remainsare a leading cause of asthma. Mosquitoes, ticks,fleas, rodents and birds are involved in the trans-mission of such diseases as viral encephalitis,Rocky Mountain spotted fever, ehrlichiosis and oth-ers. We are all aware that most pests are a nuisance,regardless of their ability to transmit diseases.

What Exactly Is IPM?Integrated Pest Management (IPM) is an en-

vironmentally-friendly approach to pest manage-ment that relies on common-sense practices tomanage pests. IPM emphasizes regular inspectingand monitoring of pests to detect them at lowpopulation levels, which is a better alternative thanthe scheduled spraying of pesticides. Informationabout the life cycle of the pest and its interactionswith the environment are used to make a controldecision. Thresholds have been developed forsome pests. This means no control measures maybe needed if the number of pests have not ex-ceeded a given threshold. If control measures arenecessary, the pest is managed with a combina-tion of techniques that are economically feasibleand that reduce risk to human health, property andthe environment. This may include the reasonableuse of pesticides.

Most pests need access to food, water,air andshelter. By removing the basic survival elementsor by blocking access into a structure, pest popu-lations can be lowered or prevented from estab-lishing. Blocking access into the structure may be

as easy as shutting doors when not in use; addingweather-stripping so doors close tightly; caulkingand sealing openings in walls, especially aroundplumbing penetrations and wall/floor interfaces;installing or repairing screens; and pulling vegeta-tion, shrubs and wood mulch at least 12-18 inchesaway from a structure to discourage occasional in-vaders as well as carpenter ants, termites and otherpest species. Traps and vacuums are other less toxicapproaches that can be used to manage pests. Pesti-cides may be necessary, but they should be used ina manner to minimize the risk of exposure to theoccupants. The use of baits, dusts in wall voids andsprays applied in cracks and crevices should reduceexposure of pesticides to occupants. Using pesti-cides less frequently also decreases the chance of apest becoming resistant. By using IPM, pesticideuse can be reduced, and economical and effectivepest suppression can be achieved.

IPM in SchoolsIPM is currently implemented in schools

around the country (in Arizona, California,Florida, Illinois, Maryland, Michigan, New Jer-sey, New York, Massachusetts, Ohio, Oregon,Pennsylvania, Texas and elsewhere) includingthose in Nashville and Memphis, TN (Appendix1). IPM principles and methods have beenadopted in Metro Nashville’s School System andJuvenile Court Building.

In 1994, complaints about cockroach popu-lations in Memphis City Schools escalated, andenvironmentalists with the local Sierra Club ob-tained a list of pesticides being used. The SierraClub objected to several of the pesticides and totheir application during the school day. With thehelp of others, including a local environmentalgroup in Nashville, the media was contacted state-wide. Comments came from parents, school boardmembers, state representatives, principals, envi-

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ronmentalists and journalists. To their credit, theMemphis City Schools listened to the communityand adopted IPM.

Memphis has developed a good IPM pro-gram after listening to the somewhat forceful sug-gestions of local activists and citizens. However,if IPM can be adopted for schools in a more coop-erative and proactive manner, we will have moreflexibility to seek solutions that fit each situation.

Currently, IPM in schools is not mandatedby the state of Tennessee. The Association of Struc-tural Pest Control Regulatory Officials, a nationalorganization, has suggested a School IntegratedPest Management Act of 1996 be adopted in ev-ery state. This act suggests schools adopt IPM ona voluntary basis. Although it has not been offi-cially adopted by the Tennessee Department ofAgriculture (TDA), it may be in the future. Onelaw that is in effect is 62-21-124 of the TDA’s Di-vision of Regulatory Services’ “Laws and Regu-lations Governing Pest Control Operators and Ap-plicators of Restricted Use Pesticides.”

62-21-124. Pesticides in buildings used forfood preparation and service, or lodging.

(a) Whether or not engaged in the businessof applying pesticides, a person may notapply a pesticide within any of the fol-lowing buildings, except under the di-rect supervision of a person licensed toapply pesticides in accordance of thischapter:

(1) any building used for the preparation orserving of food;

(2) any building used for the temporary orpermanent lodging of others;

(3) any building used primarily for edu-cational purposes, except those build-ings used primarily for religious instruc-tion or for providing education to notmore than seven (7) persons; or

(4) any commercial food processingfacility.

This basically says no one may apply pesti-cides in a school if he or she is not under the directsupervision of a licensed operator. Therefore,school personnel should not use aerosol cans of

flying insect spray or leave rat bait, etc. within theschool boundaries. Other state and federal (andmaybe local) laws pertain to the storage, transpor-tation and application of pesticides.

A mishap in Texas relating to lice controlcaused legislation to be enacted to mandate IPMin Texas schools. An outbreak of head lice in aschool caused local volunteers to take matters intotheir own hands. Volunteers sprayed toxaphene andlindane, pesticides used to control lice on cattle,throughout the school to control head lice. Thiscaused students to have severe headaches, nausea,skin irritations, etc., which resulted in the schoolbeing closed for four weeks for decontamination.Let’s avoid a mishap like this in Tennessee. AdoptIPM in your school system. It is the best methodto control pests. Mishaps can occur with licensedoperators also. It is important to find responsible,qualified contractors. The bidding process some-times results in contracts being awarded to com-panies with lower performance standards. Priceshould not be the sole factor upon which a con-tract is awarded. Many schools and businessesaddress this problem by using a weighted factorrating system.

IPM in schools should not be a new conceptto school officials. Some educators may have readabout this in journals or in media releases. In 1995,each school system in Tennessee should have re-ceived the booklet entitled, “Pest Control in theSchool Environment: Adopting Integrated PestManagement,” prepared by the United States En-vironmental Protection Agency. A letter from TheUniversity of Tennessee Agricultural ExtensionService again introduced the concept of IPM toall public school systems in September 1996.

In 1996, seminars demonstrating IPM inschools to the pest control industry were conductedat five locations throughout the state. During thesesessions, certificates were distributed to each per-son attending. Numerous articles pertaining to IPMin schools have appeared in the pest control tradejournals. Representatives from industries that pro-duce IPM products have provided many seminarsto the pest control community. In addition, MetroNashville schools have co-sponsored two 3-daytraining workshops in urban IPM for themselves,other government agencies and local pest control

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professionals. Therefore, the pest control industryshould be fairly well aware and perhaps trained inIPM. When placing bids for pest control services,inquire if the company has participated in IPM train-ing and ask to see its certificate of participation.

The School Superintendent Study CouncilExecutive Committee of Tennessee discussed in-tegrated pest management (IPM) in schools witha representative of the Agricultural Extension Ser-vice at a meeting in 1996. The concept was wellreceived. School officials can easily integrate IPMinto their existing pest management and mainte-nance plans. School management operations suchas preventive maintenance, janitorial practices,landscaping, occupant education and staff train-ing are all used in an IPM program. Using IPMcan reduce health risks as well as exposure to pes-ticides and liability. In the long run, repair and

maintenance activities may reduce overall costsof the pest control operations and the maintenanceand operating budget.

The University of Tennessee AgriculturalExtension Service and the TDA have prepared thisdocument to assist school officials, pest controloperators and others in examining and improvingtheir pest management practices and adopting IPMin schools. Methods to reduce pesticide reliancein school buildings and landscapes and alternativemethods for managing pests most commonly oc-curring in schools are discussed. Topics coveredinclude developing an official IPM policy state-ment, designating pest management roles, settingpest management objectives, inspecting site(s) andmonitoring pest populations, applying IPM strat-egies to control pests, evaluating results and de-veloping bid invitations for pest control servicesin public schools.

Establishing IPM Programs for Schools

School officials can integrate IPM into theirexisting pest management and maintenance plans.The following steps are suggested to develop anIPM decision-making network:

1) Develop an official IPM policy statement. Thisuseful first step in making transition from a tra-ditional pesticide reliance program to an IPMprogram goes beyond stating a commitmentto support and implement an IPM approach. Itacts as a guide in defining the IPM program.

2) Designate pest management roles for occu-pants (custodians, teachers, students, kitchenstaff, etc.), pest management personnel andkey decision- makers; assure good commu-nications among them; and educate or trainpeople involved in their respective roles.

3) Set pest management objectives. Pest man-agement objectives will differ for each site.Therefore, the type of pest managementsought should be outlined.

4) Inspect site(s), identify and monitor pest popu-lations for possible problems.

5) Set levels of pests (action thresholds) or envi-ronmental conditions where action must betaken to reduce pest populations.

6) Apply IPM intervention strategies to controlpests. This may include redesigning and re-pairing structures, improving sanitation, us-ing pest-resistant varieties or plants, initiat-ing watering and mowing practices and judi-ciously using pesticides.

7) Evaluate results to determine if pest manage-ment objectives are achieved, and maintainwritten records of all aspects of the program.

STEP 1. Developing an Official School PolicyStatement for Pest Management.

A policy statement should be written statingthe school administration’s intent to implement anintegrated pest management program. It shouldbriefly specify the expectations of the program,including the incorporation of existing services intoan IPM program and the education and involve-ment of students, staff and pest manager. A model

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policy statement is provided in Appendix II. It isonly an example; schools should modify it to re-flect their site-specific needs.

STEP 2. Designating Pest Management Roles.

Good communications between all occupants(students and staff), parents, pest manager and de-cision-makers is needed for IPM to be successfulin schools. All employees have an effect on theirschool’s integrated pest management (IPM) pro-gram. Even staff with no formal responsibility forpest control can determine the degree of successof an IPM program; every employee has some in-fluence on the school environment. The schoolenvironment then affects whether pests will be-come a serious problem. When the roles of eachof these people are identified and agreed upon, andthey are communicating clearly to each other, aneffective pest management system that lends it-self to less expensive protection of the site andpeople can be achieved with fewer risks. Here aresome of the roles and responsibilities shared byschool employees and occupants:

IPM CoordinatorThe IPM Coordinator plays a major role in a

school IPM program. Each school district shoulddesignate an IPM coordinator. This person is re-sponsible for overseeing most of the day-to-dayrequirements of the district’s program. The IPMCoordinator could be a school principal, a custo-dian, a science teacher or other faculty member,or an individual under contract to the school sys-tem. The IPM coordinator should attend trainingon IPM in the schools provided by the TennesseeAgricultural Extension Service, The University ofTennessee or other creditable trainers.

The duties of the IPM coordinator include:• Maintain a priority list of needed structural and

landscape improvements.• Work with district administrators when contract-

ing for pest control work to ensure that bid speci-fications comply with the district’s IPM policyand the principles of IPM.

• Oversee district in-house pest management per-sonnel. Educate employees who apply pesticidesto use the appropriate personal protective equip-ment. If in-house pest management personnel

are applying pesticides to the structure, the IPMcoordinator should ensure they are licensed.Results of a survey conducted in the summer of1997 indicate most (76 percent) of the pest con-trol applications made indoors to schools arethrough licensed pest control applicators whohave contracted services with the school system.If the IPM work is contracted, the IPM coordi-nator is not responsible for personal protectiveequipment, but should verify that the applicatoris licensed or under the direct supervision of anoperator licensed in Tennessee.

• Handle and maintain records relating to pestproblems, IPM activities and pesticide-relatedcomplaints.

• Maintain files of pesticide application records,pesticide labels and Material Safety DataSheets (MSDS).

• Educate school district administrators and otherpersonnel about suggested IPM requirements(central area for logbook of pest control services,sanitation and pesticide storage).

• Understand pesticide labels and their compo-nents (Appendix III).

Overseer of Pest ControlServices Logbook

In addition to the IPM Coordinator for theschool system, each school should appoint some-one to oversee the logbook that contains the pestcontrol service records.

Custodial and Grounds-keeper StaffCustodians and grounds-keepers both have

significant roles to play in an IPM program. Cus-todial staff are responsible for recognizing andcorrecting conditions that may lead to pest prob-lems such as water leaks, potential pest entrywaysand substandard sanitation practices. Custodiansare responsible for sealing cracks and crevices inwalls and around pipes to reduce shelter for anddispersal of cockroaches. These personnel are mostoften exposed to the pests and should report loca-tion and pests sighted in the logbook and to theIPM coordinator.

Outdoors, many pest problems can be reducedthrough good horticultural practices. With properlandscape design and maintenance, many pesticide

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applications can be avoided. Because custodial andgrounds-keeping personnel often are not trained torecognize conditions that may lead to pest prob-lems, those staffs should participate in IPM train-ing, perhaps organized by the IPM coordinator.

Kitchen Staff Food handling and preparation areas are

among the most crucial areas for pest management.It is imperative that kitchen staff understand theimportance of good sanitation, kitchen manage-ment and proper food storage. For example, lidsshould be kept on garbage cans, spills cleaned assoon as possible and food stored in pest-proof con-tainers. A well-trained kitchen staff can assist thedistrict’s IPM staff in locating and eliminating pestharborage areas. Kitchen staff should also be in-volved in periodic IPM training.

Administrators Administrators and school boards set the

tone for the IPM program. Their first responsibili-ties are selecting a qualified individual for the IPMcoordinator’s position and establishing a pest man-agement policy. Administrators should have a gen-eral understanding of:

• suggestions pertaining to IPM in schools.• the possible penalties for improper pesticide

use by in-house pesticide applicators.• pesticide safety issues and decision-making

about which pesticide products are appropri-ate for district use.Perhaps the most crucial role of administra-

tion is assigning priorities for building maintenancerequests submitted by the IPM coordinator. With-out administrative support for such requests, aswell as requests to correct other reported problems(such as inadequate sanitation or improper man-agement practices), IPM programs will be re-stricted in their effectiveness.

Teachers and StudentsIn addition to food handling areas, class-

rooms and lockers are key sites for pest prob-lems in school buildings. The most important re-sponsibility of the students and faculty is sanita-tion: cleaning up food leftovers, proper storageof pet food and snacks, and maintaining unclut-

tered and clean classrooms and locker areas. Also,teachers and students who can identify pests canbe helpful to the IPM program. The more occu-pants who can participate, the greater the poten-tial for success. Without the cooperation of teach-ers and students in the IPM program by report-ing pests immediately and by keeping their class-rooms clean, it is probably unreasonable to ex-pect a totally pest-free environment or to controlpests without any use of pesticides.

Parents and Community Parents want their children to experience a

pleasant learning environment without any unduerisks from pesticides. For this reason, parents areusually among the first to express their concernsabout perceived unsafe conditions in a school.Unsafe conditions can occur when pest problemsare improperly managed, or when pesticides areoverused or used improperly. Parents should bemade aware of the current pest management prac-tices in their children’s schools. Visible interestand concern on the parents’ part can stimulate theschool to do its best to provide effective and safepest control in school facilities. Parents and othercommunity members can and should express theirviews to the IPM coordinator, school superinten-dent, school board, campus-based improvementcommittees, and parent-teacher associations andorganizations. Parents can be representatives onIPM advisory committees with the schools.

STEP 3. Set Pest Management Objectives for Sites.

Before action thresholds can be set, pest man-agement objectives must be set for different sites.For buildings or other structures, the main objec-tive might be to control damage caused by termites.The main objective for kitchens or other food han-dling and preparation areas might be to controlcockroaches. Specific objectives should be out-lined in the pest management plan by administra-tors. Some examples of pest management objec-tives include:

1) pests should be managed to prevent interfer-ence with the learning or work environment,

2) the health of building occupants should beprotected,

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3) building occupants should be safe from in-jury on playing fields, or

4) the integrity of buildings or structures shouldbe preserved.

STEP 4. Inspecting, Identifying and Monitoring.

IPM programs include identifying, monitor-ing, evaluating and choosing the appropriatemethod of control. Regular inspections and properidentification are key components to IPM pro-grams. Perhaps this is where traditional pest con-trol programs differ from IPM. Traditional pro-grams rely on regularly scheduled pesticide sprays.IPM programs rely on regularly scheduled inspec-tions and monitoring. If the pest and its source ofactivity is determined, often habitat modification(primarily exclusion, repair and sanitation) is allthat is needed to reduce the pest population levels.

Monitoring consists of inspecting areas forpest evidence, entry points, food, water and harbor-age or resting sites, as well as determining pest popu-lation levels. If action thresholds are exceeded, thepest control measures must be performed.

Monitoring programs should be conducted ineach school on an ongoing basis. Sticky traps arean essential component of an indoor IPM program.Sticky traps, which are designed to catch cock-roaches and other insects as well as rodents, shouldbe placed where two surfaces meet, such as alongwall/floor junctions, vertical surfaces several inchesabove horizontal surfaces, behind or under appli-ances, in closets, cabinets and shelves, and otherareas where insects have been seen. The followingshould be included in a monitoring program:

1) a floor plan of the site showing the number andlocation of each trap;

2) weekly inspection of each trap with the follow-ing information recorded on the suggested PestSurveillance Sheet (Appendix IV):

(a) date checked,(b) trap number and location,(c) trap condition (either acceptable or replace),(d) number and species of pest trapped,(e) other evidence of pests (cast skins, feces, rub

marks, etc.) or damage, and(f) need for pest management;

3) traps should be replaced at least every twomonths or when the trap is full or no longersticky, whichever comes first; and

4) removal and disposal of insects after identifi-cation and number confirmed, to remove a foodsource for other insects and rodents and to pre-vent counting specimens more than once.

STEP 5. Setting Action Thresholds.

Pest management action is initiated whenpest numbers exceed set action thresholds. Actionthresholds in schools are set by determining thenumber of pests that can be tolerated by thebuilding’s occupants. Action thresholds will reflectthe pest management objectives for the site. Spe-cific pest management strategies should be deter-mined for varying levels of pests present. Table 1lists different actions depending on the level ofpests present.

STEP 6. Applying Other IPM Strategies.

Sanitation, structural repair and modification, ex-clusion devices (screens, air curtains, etc.) andtraps are examples of preventive measures or de-vices that can be incorporated into existing struc-tures and prevent pest populations from exceed-ing action thresholds. IPM strategies are providedfor indoor and outdoor sites. Each school will ex-perience different species of pests.

IPM Strategies for Indoor SitesUsual pests include ants, cockroaches,

flies, hornets, wasps, yellowjackets, mice, rats,spiders, termites, carpenter ants and other wood-destroying organisms. Indoor sites and controlstrategies follow:

Entryways - Doorways, overhead doors, win-dows, holes in exterior walls and openings aroundpipes, electrical fixtures and ducts.

1) Doors should be shut when not in use.2) All doors should have weather stripping so doors

close tightly.3) Openings in walls should be caulked and sealed.4) Screens should be installed or repaired.5) Air curtains can be installed.6) Vegetation, shrubs and wood mulch should be

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at least 12-18 inches away from structure to dis-courage occasional invaders as well as carpen-ter ants, termites and other pest species.

Classrooms and Offices - Classrooms, laborato-ries, administration offices, auditoriums and hall-ways.

1) Food and beverages should be kept only indesignated areas.

2) Keep indoor plants healthy. Remove small in-festations manually or use insecticidal soapswhere applicable. It may be necessary to moveplants to an unoccupied room or outdoors fortreatment.

3) Remove standing water, water-damaged or wetmaterials to keep areas as dry as possible. Someinsects withstand starvation, but water is critical.

4) Animal food should be stored in tightly sealedcontainers and inspected regularly for pests.Animal cages should be cleaned regularly. In-spect animal cages for leaking water bottles.

5) Clean desks and lockers on a regular basis.6) Vacuum carpeted areas as frequently as practical.7) If students get head lice, check with the local

health department and have parents contact a

doctor. Educate children on how lice are spreadand discourage sharing of hats or brushes.

Food Preparation and Serving Areas - Diningroom, kitchen, lounges, lunchroom, snack areas,vending machines and food storage rooms.

1) Stored foods should be kept in pest-proof con-tainers. Waste should also be stored in plastic,glass or metal containers with tight-fitting lids.Remove waste at the end of each day.

2) Vents, windows and storm drains should bescreened to prevent cockroaches and other pestsfrom using them as pathways.

3) Reduce availability of food and water to createinhospitable living conditions for pests. Re-move crumbs and other food debris, fix drip-ping or leaky faucets and dry out wet spots.

4) Clean food preparation equipment after eachuse and remove grease accumulations fromvents, ovens and stoves. Caulk or paint to sealcracks and crevices.

5) Rodents should be trapped with glue boards ormechanical traps. Traps should be placed inareas inaccessible to children. Glue boards or

Table 1. Action Thresholds for Control of German Cockroaches in a Virginia Department ofCorrections Facility (Robinson and Snell 1991)

Average number trapped per zone1 Action

0 None caught for 3 months, convert monitoring toevery 2 months and replace bait stations at 6 months.

1-2 Use bait stations on a routine basis; check for sanitationproblems.

3-6 Apply pesticides in cracks and crevices in locations neartraps with cockroaches; add or replace bait stations (don’tspray near bait stations); check sanitation now and in 2weeks.

7-15 Complete crack-and-crevice treatment, check sanitationand change monitoring of sticky traps to every 2 weeks.

15+ Close facility; conduct thorough inspection; crack-and-crevice treat and spot treat; replace and increase baitstation; monitor every 2 weeks

1Each room or area monitored with 3 to 5 sticky traps for 24 hours on a monthly basis

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mechanical traps should be checked daily anddead or trapped rodents should be disposed ofwithin 24 hours.

Rooms and Areas with Extensive Plumbing-Bathrooms, dishwasher rooms, greenhouses,locker rooms, rooms with sinks and swimmingpools.

1) Repair leaks quickly and correct other plumb-ing problems to deny pests access to water.

2) Clean floor drains, strainers and grates. Pipechases should be sealed.

3) Keep areas dry. Don’t allow condensation toform. Areas that don’t dry are conducive tomolds which support insect life, as well as pro-duce allergens. It may be necessary to increaseventilation.

4) Paper products or cardboard boxes should notbe stored near moist area, directly on the flooror against a wall.

Maintenance Areas- Boiler room, custodial rest-ing areas, mechanical room and pipe chases.

1) Mops and buckets should be cleaned and hungto dry after each use.

2) Allow eating only in designated areas.3) Trash cans should be cleaned regularly, plastic

liners used and lids secured.4) Areas should be kept as dry and clean as pos-

sible and void of clutter.

IPM Strategies for Outdoor SitesTypical pests: Structure-invading pests such asrodents, ants and other insects, millipedes and otherpests that enter structures from the outdoors. Turfpests such as broad-leaf and grassy weeds, insectssuch as grubs or sod webworms, diseases such asbrown patch, and vertebrates (animals with back-bones) such as moles. Ornamental plant diseasesand insects such as thrips, aphids, Japanese beetles,bagworms and others.

Parking Lots, Athletic Fields, Playgrounds,Loading Docks and Refuse Dumpsters.1) Clean trash containers and gutters, and remove

all waste such as food and paper debris on aregular basis.

2) Secure lids on trash containers.3) Repair cracks in pavement and sidewalks.4) Provide adequate drainage away from the struc-

ture and on the grounds.

Turf — lawns, athletic fields and playgrounds.1) Maintain healthy turf by selecting a mixture

of turf types best adapted for the area. Checkwith the Agricultural Extension Service for turfrecommendations and management practices.

2) Mowing height should be set to allow compe-tition with weeds; adjust cutting height ofmower, depending on grass type; sharpenmower blades; and vary mowing patterns tohelp reduce soil compaction.

3) Water turf infrequently but sufficiently in theearly morning to let turf dry out during the day;allow soil to dry slightly between waterings.

4) Allow good drainage and inspect turf regularlyfor evidence of pests.

5) Grass clippings can remain in turf to act asmulch or the clippings can be composted withother organic matter.

6) Use results of soil tests to determine the needfor fertilizer and lime.

7) Fertilize at proper time of year. Excess fertil-izer can cause additional problems, includingweed and disease outbreaks.

8) Dethatch lawns in early fall or early spring.Thatch is the layer of organic matter(undecomposed roots, rhizomes, stolons, plantcrowns, stems and organic debris) between thesoil and the green foliage of the grass. Do notallow the thatch layer of your lawn to becometoo thick. This can lead to disease problems,and prevent water, fertilizer and pesticides fromreaching the soil. Thatch also harbors insectpests such as sod webworms and cutworms.

9) Aerate to place soil on top of thatch somicrobes can decompose the thatch.

10) Seed over existing turf in fall or spring.11) You can obtain more information on turf from

the numerous turf publications produced by theTennessee Agricultural Extension Service orfrom EPA’s brochure entitled, Healthy Lawn,Healthy Environment: Caring for Your Lawnin an Environmentally Friendly Way.

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Ornamental Shrubs and Trees.1) Apply fertilizer and nutrients to annuals and

perennials during active growth. Trees andshrubs should be fertilized during the dormantseason or early in growing season.

2) Use the correct fertilizer at the suitable time,water properly and reduce compaction.

3) Prune branches to improve plants and preventpest access to structures.

4) Use pest-resistant varieties for new plantingsand when replacing old ones (check with theTennessee Agricultural Extension Service oruse the publication by D. Smith-Fiola. 1995.Pest-Resistant Ornamental Plants. This isavailable from the Rutgers Cooperative Ex-tension Service (908)349-1246).

5) Prune branches from just in front of thebranch collar.

6) Prune infected or infested parts of plant.Sterilize pruning equipment when remov-ing diseased parts.

7) Correctly identify the pest. If in doubt, send sev-eral specimens to your county Extension office.

8) Pheromone traps can be used to determine thepresence and activity periods of pests. Phero-mones are the chemicals released by organismsas a means of communicating with others ofthe same species, usually as a mating aid.

9) Use plants appropriate for the site.10) Remove susceptible plants if a disease recurs and

requires too many resources, such as time, en-ergy, personnel or money. Some ornamentalplants, trees and turf are so susceptible to diseasethat efforts to keep them healthy may be useless.

Applying Pesticides Judiciously

Many pesticides are registered for use againsturban and structural pests. Prior to application, thetoxicity of the product and the application tech-nique should be considered to maximize effective-ness and reduce risk to the school occupants. Pes-ticides should not be applied in areas where occu-pants may be exposed to materials applied. TheEnvironmental Protection Agency (EPA) registerspesticides for use within the United States, but thatshould not be interpreted to mean that a particularpesticide is safe under all conditions of use. Thepesticide label must be read and followed. Thepesticide label is a legal document that providesinformation on how to mix, apply, store and dis-pose of the product. Failure to heed label direc-tions is a violation of federal law and is subject topenalties and fines. The label also provides a sig-nal word to help identify the relative hazard asso-ciated with the product. The signal words are list-ing in order of increasing hazard, as follows:

CAUTION, WARNING, DANGER.

Minimizing Exposure from PesticidesPesticide exposure to people and other non-

target organisms should be minimized when thefollowing general recommendations are considered:

1) All pesticides used in Tennessee are requiredto be registered by EPA and the Tennessee De-partment of Agriculture.

2) All label instructions must be read and followed.3) A pesticide should be labeled for the specific

site. Use a product that is intended for the tar-get pest rather than a broad-spectrum pesticide.

4) The use of sprays, foggers and volatile formu-lations should be limited. Use baits or dusts inwall voids or cracks and crevices, or use spraysapplied directly to cracks and crevices. Checkthe crack-and-crevice label instructions forapplication procedures. These treatments mini-mize exposure to the occupants and maximizeexposure to the pest.

5) Rodents can be controlled with snap traps, mul-tiple catch traps and glue boards. The use ofrodenticides is highly discouraged. If the previ-ous control measures prove inadequate andhealth risk is evident, rodenticides may be used.Rodenticides, regardless of packaging, shouldbe placed either in locations not accessible tochildren and nontarget species or in tamper-re-sistant bait boxes. Securely lock or fasten shutthe lids of all bait boxes. Bait should be placedin the baffle-protected feeding chamber of thebox, and not the runway of the bait box.

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6) Apply pesticides when occupants are notpresent or in areas where they will not be ex-posed to the material applied. If aerosols orsprays are applied, the room should be venti-lated as indicated on the label or longer if statedby the IPM policy. Be aware that residues canpersist long after the application. Note any re-entry intervals listed on the label. Reentry in-tervals can be extended by stating them in theIPM policy. The IPM in the school policy inplace in Texas requires a 12-hour reentry in-terval on any pesticide applied. This means thatpesticides must be applied at least 12 hoursbefore occupants will be present.

7) Use proper protective clothing and equipmentstated on the label when applying pesticides.

8) Notify occupants according to the IPM policystatements. Pay particular attention to individu-als who may be at higher risk.

9) Copies of current pesticide labels, consumerinformation sheets and Material Data SafetySheets (MSDS) should be accessible.

Pesticide StoragePesticides should preferably be stored off-

site. If stored on-site, pesticides should be kept inbuildings that are locked and inaccessible to allunauthorized personnel. Signs should be postedon the storage area with warnings to unauthorizedpersons to keep out and with “danger” and“peligro” in large type. Adequate ventilation isneeded for the pesticide storage area. Do not storepesticides in places where flooding may occur orin open places where they might spill or leak intothe environment. Store flammable liquids awayfrom an ignition source. Check label requirementsand state recommendations for pesticide storage.

If pesticides are stored in occupied build-ings, extraordinary care must be taken to en-sure air does not get contaminated. Again, no-tice should be placed outside the storage area.Store all pesticides in their original containers andsecure lids tightly. Childproof caps should be prop-erly locked. However, bear in mind that evenclosed pesticide containers may volatilize toxicchemicals into the air. Therefore, pesticides shouldonly be stored in spaces that are physically sepa-

rated and closed off from occupied spaces andwhere there is adequate ventilation (i.e., the air isexhausted directly to the outside). In addition, pre-cautions are needed to ensure that the air in thestorage area has no chance of mixing with the airin the central ventilation system.

The storage spaces should be checked peri-odically to determine if there are any leaks or otherhazards. To reduce storage problems, buy onlyenough pesticides for one season. By mixing onlythe amount needed for the immediate application,pesticide waste can be reduced.

EquipmentEquipment used in an IPM program is ef-

fective if used by competent pesticide applicators.To use pesticides efficiently and economically,applicators should understand the uses of theirequipment through thorough training. Presentedhere is just a sampling of the equipment availableto the professional pesticide applicator. Otherequipment is available, especially for crack-and-crevice treatments, and new equipment continuesto be produced. This should not be considered anall-inclusive list.

Traps, Bait Boxes and Monitoring DevicesRodent control traps include snap traps,

boxes that use trap doors or spring- loaded mul-tiple catch traps and small animal traps. Bait boxesor stations are containers that hold poisonous baitsor glue boards. For safety reasons, they should betamper-proof. Electric fly traps use an attractinglight that lures flies to electrocution grids and/orglue boards. Sticky traps are the cornerstone ofurban IPM. These small glue boards are used tocatch mice, rats, cockroaches, other insects andorganisms. Sticky traps are also used to monitorpopulations, especially cockroaches, and to deter-mine the presence of other organisms.

Bait Stations and Bait GelsBait stations have a chamber that contains

an attractant spiked with insecticide. Stations con-fine the insecticide to a small area and are tamper-resistant. Cockroaches feed on the bait and returnto the harborage site, where they defecate and die.The toxicant is then picked up by other cock-

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roaches through eating feces of the dying cock-roach (coprophagy) and cannibalizing the dead ordying cockroach (necrophagy). The amount of in-secticide needed to reduce a cockroach infestationis decreased, as are the chances of insecticide ex-posure to humans. Gels allow for placement ofsmall quantities of insecticide directly into cracksand crevices where cockroaches rest or forage.Baits for ants contain slow-acting poisons that al-low the ants to bring the poisoned bait back to thenest and transfer the poisoned food to all mem-bers of the colony, thereby leading to colony elimi-nation. Baits can be placed where sprays are notused, such as in electrical junction boxes and out-lets. (Wires are often used by insects as guidelinesto travel from one area to the next.) Bait stationsand gels must be placed far from any pesticidesprays, above floor level so they will not be flushedwith mop water, and located where the insects willfind them.

Sprayers and DustersIn the past, the one- or two-gallon, stainless

steel compressed air sprayer was the piece ofequipment used most often for pest control. Dif-ferent spray patterns can be delivered, dependingon the nozzle chosen. Spray pressure depends onthe amount of pumping applied to the sprayer. Mostnozzles are designed to deliver two flat-fan andtwo pin-stream patterns. In most cases, the pinstream is not fine enough to produce an ideal crack-and-crevice treatment unless the nozzle is fittedwith a narrow-diameter plastic tube. The pest con-trol applicator inserts the tubing into the edge of acrack and can then deliver an accurate stream ofpesticide into the crack. This strategy provides themost effective spray pattern for cockroach con-trol, with little or no exposure of building occu-pants to the insecticide.

Dusters apply a thin layer of a powdery mix-ture to a wall void or crack. Dusts accumulate onthe insect’s body. They may be either abrasive andgash the cuticle, causing the insect to desiccate, orthey contain poisons that are absorbed through thecuticle. Or, these poisons are ingested during groom-ing and act as a stomach poison. Boric acid prod-ucts are often used in dusters. The three types ofdusters commonly used by pest management tech-nicians are a bulb, bellows and plunger dusters.

Public Access to Pest Control ServiceRecords Occupants should have access to in-

formation describing pesticide treatments. If pestcontrol services (monitoring and inspections aswell as pesticide applications, etc.) are performedon the same day of each month, concerned indi-viduals could inquire if, when, where and whatpesticides were applied before entering the schoolthe next day. All pest control services must be keptin a logbook in a central area. The IPM coordina-tor should be prepared and available to providemore specific information to concerned individu-als. If needed, a voluntary register of individualsadversely affected by exposure to pesticides canbe kept at the facility. Local poison control centerand emergency personnel phone numbers shouldbe kept accessible.

STEP 7. Evaluating Results and Record Keeping.Accurate record keeping is essential to a suc-

cessful IPM program. It allows the school to evalu-ate the results of practicing IPM to determine ifpest management objectives have been met. Keep-ing accurate records leads to better decision mak-ing and more efficient procurement. Accuraterecords of inspecting, identifying and monitoringcan record changes in the site environment (lessavailable food, water or shelter), physical changes(exclusion and repairs), pest population changes(increased or reduced, older or younger pests) orchanges in the amount of damage or loss. Eachschool should keep a complete and accurate log-book of pest control services. Pesticide use recordsalso should be maintained to meet any require-ments of the Tennessee Department of Agricul-ture and the school’s administrators. The logbookshould contain the following items:1) A copy of the approved Integrated Pest Manage-

ment Plan and service schedule for the property.2) A copy of the current EPA-registered label and

the current MSDS for each pesticide productused.

3) Pest surveillance data sheets that record in a sys-tematic fashion the type and number of pests orother indicators of pest population levels foundin the monitoring program for the site. Examplesare date, trap (type, number and location) andnumbers and species of insects trapped.

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4) A diagram noting the location of pest activity,including the location of traps and bait stationsin and around the site.

5) A diagram noting the date and location ofareas treated.

6) Other pesticide use information required by TDA.

Evaluating the CostsLong-term costs of IPM may be less than a

conventional pest control program that relies on theuse of pesticides. However, long term labor costsmay be higher for IPM programs than conventionalpesticide treatments. Labor costs may be balancedby fewer service calls for the IPM coordinator andreduced expenditures for materials.

Current housekeeping, maintenance and pestmanagement operations will determine whether anIPM program raises or lowers costs. Also factor-ing into the costs of implementing IPM are whetherthe pest management services are contracted, per-formed in-house or both. To fit the IPM programinto the existing budgetary framework, facilityadministrators should consider the additional andredistributed expenditures. Insufficient resourceswill jeopardize the success of IPM.

Potential Added CostsInitiating an IPM program may require re-

pair and maintenance to prevent pest entry and toeliminate sources of harborage, food and water.

Examples of one-time expenses that may pay backwith future budgetary savings include:1) Improving waste management by moving trash

or garbage containers away from buildings toreduce pest invasion. This cost is a one-timeexpense that could reduce pest problems andcosts for pest control procedures.

2) Installing physical barriers such as air curtainsover outside entrances to kitchens or light trapsto reduce flying insect problems. There may befuture maintenance costs associated with thisequipment.

3) Quickly repairing leaky pipes and other struc-tural problems reduces future maintenance prob-lems and prevents pest problems. Caulkingcracks and crevices in buildings and sealing pipepenetrations in walls may be an added cost, butis effective in reducing cockroach harboragespace and reduces their ability to dispersethroughout the building along the pipes.

4) Training staff in IPM may result in increasedcosts initially.

5) Re-landscaping the area next to buildings todiscourage pests. In the long run, repair andmaintenance activities may reduce overall costsof the pest control operations and the mainte-nance and operating budgets. Schools with anactive maintenance and repair program may bebetter able to absorb these costs within theircurrent budget.

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How to Develop Bid Invitations for Pest Control Services in Public Schools

Advantages/Disadvantages of UsingContracted Pest Control Services

Professional pest control personnel usuallyare more experienced with the techniques thatsafely and effectively control pests. School dis-trict personnel are not required to maintain con-tracted individuals’ licenses, nor are they requiredto train the pest control technician. Potential li-ability could be reduced when using contractedservices. The need for locating a special storageand disposal site for pesticides is eliminated. Thedistrict will avoid overtime pay for work performedafter regular working hours.

Communication between contracted indi-viduals and other school personnel, such as custo-dians, may not be as easily developed as in an in-house program. School district personnel mustdevelop a bid invitation for contracted services anda reputable and reliable firm must be chosen.

Importance of Bid Specifications

Thorough, stringent bid specifications helpeliminate the problem of low bids by firms thatare unable or unwilling to provide the quality ofwork your school district should expect. Schoolofficials can inquire with the local Better Busi-ness Bureau or the Tennessee Department of Ag-riculture Division of Regulatory Services (TDADRS), to determine whether complaints are re-ceived regularly about a prospective company.School district personnel must verify with TDADRS the licensing of operators and the certifica-tion of pest control technicians.

It is important not to choose a firm by thelowest bid. Use the Weighted Factor Rating Sys-tem for Evaluating Pest Control Bids in this manual(page 27) to chose the most qualified contractor.Also, a contract awarded for more than a year mayallow a firm to determine effective control meth-ods for your site and develop a rapport with schoolstaff. Contracts established for several years maycause contractors to be more productive, knowingthat they are not going to lose the job next year toa lower bidder.

Integrated pest management can be success-fully performed by school employees; however, cur-rently most school districts in Tennessee contractwith a pest control firm to provide pest control ser-vices. Some schools may wish to combine in-houseand contracted services. Each approach has advan-tages and disadvantages; school officials shoulddecide which is needed for their school district.

Advantages/Disadvantages of UsingSchool Personnel for Pest ControlServices (In-House Pest Control)

School personnel providing pest control ser-vices may find it easier to communicate and de-velop a rapport with others present in the school.Cooperation with all individuals occupying theschool is needed for an IPM program to succeed.Pest control services can be combined with othermaintenance jobs, as long as the employee is a li-censed pest control operator. Also, the in-housepersonnel are more likely to identify a pest prob-lem before it becomes too obvious. Using in-housepersonnel will avoid the difficulty of developing abid invitation as well as eliminating the difficultyof choosing a reputable and reliable firm. Greatercontrol of personnel and quality performance isprovided through an in-house program.

The drawbacks to in-house pest control in-clude the need to find a safe storage and disposalsite for pesticides and equipment. The potentialliability of the district in regard to pesticide use isprobably higher in an in-house program. If a reen-try interval is used which is greater than that listedon the label, such as 12 hours, overtime expensescould be incurred. Licensing an employee to ap-ply pesticides in a school will require a charge forthe licensing exam. In addition, all pesticide ap-plicators will need to pass a certification exam.

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IPM Bid Specifications Essential Items

Some suggested elements for IPM bid speci-fications are listed below:• Prospective bidders should conduct a meticu-

lous on-site inspection before submitting a bid.This allows potential bidders to view firsthandthe facilities and pest problems, so bidders canmake a realistic estimate of service needed andthe time required for these services.

• Minimum service times can be defined by theschool district in the bid. Bidders should under-stand that minimum service times are an expec-tation of the contract, and any failure of the con-tractor to meet these minimum service timesshould be grounds for cancellation of the con-tract by the school district.

• The use of least toxic materials necessary to pro-vide satisfactory pest control, as identified bythe district, should be understood and agreed toby the bidder.

• Appropriate monitoring tools and proceduresshould be used on a regular basis by the con-tractor to find pest infestations and assess theneed for corrective treatment.

• School systems should receive from the biddercopies of labels and Material Safety Data Sheets(MSDS) for all products to be used on the schooldistrict property. The school system reserves theright to approve or disapprove any pesticide ordevice.

• The use of bait stations, crack-and-crevice orvoid treatments are preferred over the use ofaerosol, broadcast, spot and baseboard treat-ments. The school system should not allow theuse of aerosol or machine-generated fogs, mistsor space sprays without written permission fromthe IPM coordinator.

The above provisions and others are speci-fied in the following set of model bid specifica-tions. THIS IS ONLY A SUGGESTEDMODEL FOR SCHOOLS ATTEMPTING TOIMPLEMENT AN INDOOR IPM PRO-GRAM. THESE SPECIFICATIONS ARENOT REQUIREMENTS.

School systems may want to incorporatesome elements of the model contract into existingbid specifications; others may adopt the require-ments in total, with additions as suggested by theIPM coordinator, purchasing officer or other busi-ness personnel. Many standard clauses are omit-ted from the following contract to save space. Ifthere is a conflict between the model bid specifi-cations and the school system’s usual bid process,the school system should defer to its regular bid-ding process.

The following bid is excerpted and modifiedfrom the Texas Agricultural Extension ServicePublication B-6015.

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Bid Specification_____page 1 of 8

Model Contract Bid Specificationsfor Public Schools

April 1995

Note: Italics indicate instructional language for the purchasing officer’s attention or suggested speci-fications which the School System may wish to modify to suit its individual needs. The wording and contentof these specifications are provided merely as a guide for School Systems wishing to ensure that contractorsadhere to IPM principles. Schools are not legally required to use all or any portion of these bid specifica-tions. Populations of the following pests are excluded from this contract: termites, carpenter ants and otherwood-destroying organisms; mosquitoes; birds, bats, snakes and all other vertebrates other than commen-sal rodents and pests that primarily feed on outdoor vegetation. A separate contract can be used for thesepests.

Description of Services

Introduction. The purpose of this bid is to provide __________ (school system name) with a source toprovide pest management services at the prices offered herein, for the term of the agreement and any re-newal periods. It is the policy of the __________ (school system name) to use Integrated Pest Management(IPM) as the strategy for control of pests in and around school facilities. The following description detailsthe School System’s understanding of the scope and type of IPM services to be rendered.

Bidders should read the entire set of specifications carefully, as these will form the basis of the con-tractual agreement with the School System. Failure to comply with the specifications may provide groundsfor termination of the contractual agreement. Bids should reflect not only the expected costs to the Contrac-tor providing basic pest control services, but also the costs of providing supplementary services such asreporting, emergency treatments, in-service training and quality control activities.

Bid Submittal Requirements

School Systems may insert their standard contract clauses and requirements here. Contracts typicallyinclude clauses on: pricing, price escalation, contract extensions, cancellation, insurance requirements,workers’ compensation, subcontracting, bid bonds, payment policy and conditions for acceptance of con-tracts, etc. The following clauses are relevant specifically to pest control contracts and are included to assistthe School System in developing pest control specifications.

Site Visits. Bidder is required to inspect all premises to be covered in the contract and render a biddetailing specific charges for each of the listed sites/facilities. Bidders may examine the facilities Mondaythrough Friday between the hours of 8 a.m. and 5 p.m. by calling __________, at ___-___- ____. Bids will notbe accepted from prospective Contractors who have not conducted site visits prior to submitting their bids.

Qualification of bidders.1. Bids shall be considered only from Bidders who, in the judgment of the School System, are regularly

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established in business, financially responsible, able to show evidence of satisfactory past performance andready, willing and able to render prompt and satisfactory services.2. Each contractor shall furnish, with his/her bid, documentation specifically stating: (1) that his/her com-pany has been in business for at least___ (5) years; and (2) that he/she has available under direct employ-ment and supervision the necessary personnel organization and facilities to properly fulfill all the serviceand conditions required under these specifications. A copy of the Tennessee Department of Agricultureissued license and commercial pesticide applicator certification cards for all technicians who will servicethe account will be furnished to the school system with this bid.3. Each contractor shall complete the References section of this bid and list customers who have contractsfor service similar to that specified.4. The School System may request other information sufficient to determine bidder’s ability to meet theminimum standards listed above. Request for information contained in this Section also may occur at anyother time during the effective period of this contract or any extension/renewal thereof.

References. The references sections must be filled out completely. Failure to do so, or references givingunsatisfactory recommendations, may be reason to disqualify the bid. If the references given are not, in theopinion of the School System, applicable to a contract of this magnitude, the School System may contactother firms with whom the bidder has or is currently providing services as a means of validating complianceor providing noncompliance with the references requirement.Please list three references of comparable size to __________ (school system name) who have used yourpest control services on a regular basis within the past year (preferably educational institutions).

Company Name: (1)______________________________________________________Person to Contact________________________________________________________Company Address________________________________________________________City, State, Zip__________________________________________________________Telephone______________________________________________________________



Board Certified Entomologist. Preference shall be given to bidders with a trained entomologist on staff, oraccess to one as a consultant. A Board Certified Entomologist (B.C.E.) is a person with formal training inentomology whose expertise has been examined and certified by the Entomological Society of America.(For more information about B.C.E.s in your area, contact the Entomological Society of America at 9301Annapolis Road, Suite 300, Lanham, MD 20706-3115; Phone 301-731-4535)

Does your company have a Board Certified Entomologist on staff?____ YES ____NO

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If you answered NO, please provide the name and address of a B.C.E., or other trained entomologist, thatyour company uses.Name: ________________________________________ B.C.E.? ____ YES ____NOAddress________________________________________________________City, State, Zip__________________________________________________________Telephone______________________________________________________________

Questions. If there are any questions regarding this bid or should a conflict of terminology on this bid arise,please contact_____________________, Contractor of Purchasing, at ________ (phone) or____________________, IPM coordinator, at ________ (phone) for clarification or issuance of an officialaddendum to resolve any conflicts. Specifications not listed in this bid or not included in official addenda arenot applicable to this bid.

Scope of Work

Description of Services. The Contractor shall provide a comprehensive Integrated Pest Management (IPM)Plan for the buildings and other areas specified herein. This Plan shall be in accordance with the SchoolSystem’s IPM Policy. IPM is a process for achieving long-term, environmentally sound pest suppressionthrough the use of a variety of technological and management practices. Control strategies in an IPM Planshould extend beyond the application of pesticides to include structural and procedural modifications thatreduce the food, water, harborage and access used by pests.

The Contractor shall furnish all supervision, labor, materials and equipment necessary to accomplish thesurveillance, trapping and pesticide application components of the IPM Plan. The Contractor shall alsoprovide detailed, site-specific recommendations for structural and procedural modifications necessary toachieve pest prevention.

Pests Included and Excluded. The Contractor shall adequately suppress the following pests:• Indoor populations of commensal rodents (e.g. Norway and roof rats, house mice), cockroaches, ants

(including, but not limited to, fire ants and Pharaoh ants*), flies, spiders and any other arthropod pests notspecifically excluded from the contract. * School System may be charged for the additional cost of Pha-raoh ant bait materials.

• Populations of the above pests that are located outside of the specified buildings, but within areasimmediately adjacent to buildings.

• Winged termites swarms emerging indoors.

Populations of the following pests are excluded from this contract:• Termites, carpenter ants and other wood-destroying organisms.• Mosquitoes.• Birds, bats, snakes and all other vertebrates other than commensal rodents.• Pests that primarily feed on outdoor vegetation.

General Contractor Responsibilities

Initial Inspections of Facilities. The Contractor shall conduct a thorough initial inspection of each build-ing or site within ____ (10) days of the initiation of the contract. The purpose of the initial inspections is for

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the Contractor to evaluate the pest control needs of all premises and to identify problem areas and anyequipment, structural features or management practices that are contributing to pest infestation. Access tobuilding space shall be coordinated with the IPM coordinator. The IPM coordinator will inform the Contrac-tor of any restrictions or areas requiring special scheduling.

Pest Control Plan. Before rendering service, within ____ (10) days after the initial inspection, the Contrac-tor shall submit to the IPM coordinator a Pest Control Plan for each building site. Within ____ (5) workingdays of receiving the Pest Control Plan, the IPM coordinator will decide if the Plan is acceptable. If aspectsof the Pest Control Plan are incomplete or disapproved, the Contractor shall have ____ (2) working days tosubmit revisions. The Contractor should be on-site to initiate service within ____ (5) working days follow-ing notice of approval.

The Pest Control Plan shall consist of five parts as follows:

A. Proposed methods and equipment for service: The Contractor shall provide a summary of proposedcontrol methods including current labels and Material Safety Data Sheets (MSDS) of all pesticides to beused, brand names of pesticide application equipment, rodent bait boxes, insect and rodent trapping devices,pest monitoring devices, pest surveillance and detection equipment, and any other pest control devices orequipment that may be used to provide service.

B. Proposed methods for monitoring and surveillance: The contractor shall describe methods andprocedures to be used for identifying sites of pest harborage and access and for making objective assess-ment of pest population levels throughout the term of the contract. In addition, the Contractor will workwith the IPM coordinator to establish population levels that constitute unacceptable levels of pest pres-ence in school facilities.

C. Service schedule for each building site: The Contractor shall provide complete service schedules thatinclude planned frequency of Contractor visits, specified day(s) of the week for Contractor visits and ap-proximate duration of each visit.

D. Description of any structural or operational change that would facilitate the pest controleffort: The Contractor shall describe site-specific solutions for observed food sources of pest food,water, harborage and access.

E. Commercial applicator or technician license: The Contractor shall provide a current list of namesalong with the photocopies of the commercial applicator license and the technicians’ certification card forevery Contractor employee who will be performing on-site services under this contract.

Record Keeping. The Contractor shall be responsible for maintaining a pest control logbook or file for eachbuilding or site specified in this contract. These records shall be kept on school property (normally in theprincipal’s office or some other convenient site) and maintained on each visit by the Contractor. Each log-book shall contain the following items:

A. Pest Control Plan: A copy of the Contractor’s approved pest Control Plan for the facility, includinglabels and MSDS sheets for all pesticides used in the building, brand names for all pest control devices andequipment used in the building and the Contractor’s service schedule for the building.

B. Service and Complaint Logs: A logbook for recording service visit activities, including complaints fromstaff concerning pest sightings, pesticide applications and other information must be maintained and located

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in a central area of each school building (principal’s office). A floor plan of the site must also be recordedshowing the number and location monitoring traps and results of inspection of traps such as:

(a) date checked,(b) trap number and location,(c) trap condition (either alright or replace),(d) number and species of pest trapped,(e) other evidence of pests (cast skins, feces, rub marks, etc.) or damage, and(f) need for pest management.

All services must be recorded in the logbook before start of school the next day or before the school isoccupied, whichever comes first. Forms should show times in and out and should be signed by the Contrac-tor at each visit.

C. Service Report Forms: Customer copies of the Contractor’s Service Report Form, documenting allinformation on pesticide applications, pest sightings, sanitation/environmental status and building mainte-nance needs should be forwarded to the School System IPM Coordinator at least once a month.

Public Access to Records of Pest Control Services. The Contractor shall fulfill all obligations with regard topublic access to pest control service records as indicated in the School System’s Official IPM Policy Statement.

Times of Service. The Contractor shall perform routine pest control services only during times when stu-dents are not expected to be present for normal academic activities for at least ____ (12 hours or as indi-cated in the School System’s Official IPM Policy Statement) after the application. In the event of an emer-gency treatment, the Contractor shall work with the IPM Coordinator to determine whether an emergencysituation exists before applying any pesticides. In such cases pesticides may be applied only to the local areaof infestation if students are present or if less than ____ (12 hours or as indicated in the School System’sOfficial IPM Policy Statement) will elapse before students are expected to be present. In the event of such anemergency treatment, the contractor will maintain records of the reasons for such treatments.

Safety and Health. The Contractor shall observe all safety precautions throughout the performance of thiscontract and shall assume full responsibility and liability for compliance with all applicable regulationspertaining to the health and safety of personnel during the execution of work and shall hold the SchoolSystem harmless for any action on its part or that of its employees that results in illness, injury or death.

Uniforms and Protective Clothing. All Contractor personnel working in or around buildings designatedunder this contract shall wear distinctive uniform clothing. The Contractor shall determine and provideadditional personal protective equipment required for the safe performance of work. Protective clothing,equipment and devices shall, as a minimum, conform to Occupational Safety and Health Administration(OSHA) standards for the products being used.

Vehicles. Vehicles used by the Contractor shall be identified in accordance with state and local regulationsand shall be operated in a safe manner on School System property. Vehicles must meet Tennessee Depart-ment of Transportation requirements.

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Bid Specification_____ page 6 of 8

Licensing. Throughout the term of this contract, the Contractor shall maintain a current license issued by theTennessee Department of Agriculture Division of Regulatory Services. In addition, all Contractor personnel pro-viding on-site pest control services must be under the direct supervision of a person licensed to apply pesticides.

Complaints. Should at any time the School System become dissatisfied with pest control service, the suc-cessful Contractor shall be notified in writing by the IPM coordinator regarding problems that occurred.The notice will detail the problem and site(s) which is experiencing the problems. The contractor will berequired to contact the IPM coordinator to discuss possible solutions and the contractor will be given a dateby which response with the proposed solutions must be submitted.

Pest Control ResponsibilitiesStructural Modifications and Recommendations. The Contractor shall be responsible for advising theIPM coordinator about any structural, sanitary or procedural modifications that would reduce pest food,water, harborage or access. The School System will not hold the Contractor responsible for carrying outstructural modifications as part of the pest control effort. However, minor applications of caulk and othersealing materials by the Contractor to eliminate pest harborage may be approved by the School System on acase-by-case basis. The Contractor shall obtain the approval of the IPM coordinator prior to any applicationof sealing material or other structural modification.

Use of Pesticides. The Contractor shall be responsible for application of pesticides according to the label. Allpesticides used by the Contractor must be registered with the U.S. Environmental Protection Agency (EPA)and by the State of Tennessee. Transport, handling and use of all pesticides shall be in strict accordance with themanufacturer’s label instructions and all applicable federal, state and local laws and regulations.

The Contractor shall adhere to the following rules for pesticide selection and use:

A. Non-pesticide Products and Their Use: The Contractor shall use non-pesticidal methods of controlwherever possible. For example: Allergen-filtering portable vacuums rather than pesticide sprays shall beused for initial clean-outs of cockroach infestations, for swarming (winged) ants and termites and for controlof spiders in webs wherever appropriate. Trapping devices rather than pesticidal sprays shall be used forindoor fly control wherever appropriate.

B. Application by Need: Pesticide application shall be according to need and not by schedule. As a generalrule, application of pesticides in any inside or outside area shall not occur unless visual inspections ormonitoring devices indicate the presence of pests in that specified area. Preventive pesticide treatment ofareas where surveillance indicates a potential insect or rodent infestation is acceptable on a case-by-casebasis, as approved by the IPM coordinator.

C. Pesticide Products and Their Use: When it is determined that a pesticide must be used to obtain ad-equate control, the Contractor shall employ the least hazardous material, most precise application techniqueand minimum quantity of pesticide necessary to achieve control. When selecting pesticide products, highestpriority should be given to pesticides with a signal word of caution.

Containerized and other types of crack-and-crevice-applied bait formulations, rather than sprays, shall be used forcockroach control and ant control wherever appropriate. As a general rule, liquid aerosol or dust formulationsshall be applied only as crack-and-crevice treatments with application devices specifically designed or modifiedfor this purpose. “Crack-and crevice treatment” is defined in this contract as an application of small amounts ofinsecticides into cracks and crevices in which insects hide or through which they may enter a building.

25


Application of pesticide liquid, aerosol or dust to exposed surfaces and pesticide space sprays (includingfogs, mists and ultra-low volume applications), shall be restricted to unique situations where no alternativemeasures are practical.

The Contractor shall obtain the approval of the IPM coordinator prior to any application of pesticideliquid, aerosol or dust to exposed surfaces or any space spray treatment. The Contractor shall take allnecessary precautions to ensure student and staff safety and all necessary steps to ensure the containmentof the pesticide to the site of application.

D. Pesticide Storage/Disposal: The Contractor shall not store or dispose of, any pesticide product onSchool System property.

E. Pesticide Sales and Distribution: The Contractor shall not sell, share or make available any pesticideproducts to any non-licensed School System employee.

Rodent Control. As a general rule, rodent control inside occupied buildings shall be accomplished bytrapping devices. All such devices shall be concealed out of the general view and in protected areas so asnot to be affected by routine cleaning and other operations. Trapping devices shall be checked on a sched-ule approved by the IPM coordinator. Trapping shall not be performed during periods when maintenancewill be delayed by holidays, weekends, etc.. The Contractor shall be responsible for disposing of all trappedrodents and all rodent carcasses in an appropriate and timely manner.

In circumstances when rodenticides are deemed essential for adequate rodent control inside occupied build-ings, the Contractor shall obtain the approval of the IPM coordinator prior to making any interior rodenti-cide treatment. All rodenticides, regardless of packaging, shall be placed in EPA-approved, tamper-resis-tant bait boxes to be inaccessible to children, pets, wildlife and domestic animals.

Frequency of bait box servicing shall depend upon the level of rodent infestation. All bait boxes shall bemaintained in accordance with EPA regulations, with an emphasis on the safety of non-target organisms.The Contractor shall adhere to the following rules:• All bait boxes shall be placed out of the general view, in locations where they will not be disturbed by

routine operations.• The lids of all bait boxes shall be securely locked or fastened shut.• All bait boxes shall be securely attached or anchored to the floor, ground, wall or other surface, so the

box cannot be picked up or moved.• Bait shall always be placed in the baffle-protected feeding chamber of the box and never in the

runway of the box.• All bait boxes shall be labeled with the Contractor’s business name and address and dated by the

Contractor’s technician at the time of installation and at each servicing.

Program Evaluation. The School System will continually evaluate the progress of this contract in termsof effectiveness and safety and will require such changes as are necessary. The Contractor shall take promptaction to correct all identified deficiencies.

Quality Control Program. The Contractor shall establish a complete quality control program to assurethe requirements of the contract are provided as specified. Within ____ (5) working days prior to the Bid

26

Specification_____page 8 of 8

starting of the contract, the Contractor shall submit a copy of his/her program to the School System. Theprogram shall include the following items:

A. Inspection System: The Contractor shall develop a system for monitoring the effectiveness of the ser-vices provided to the School System. The purpose of this system is to detect and correct deficiencies in thequality of services before the level of performance becomes unacceptable and/or School System or healthdepartment inspectors identify the deficiencies.

B. Quality Control Checklist: A quality control checklist shall be used in evaluating contract performanceduring regularly scheduled and unscheduled inspections. The checklist shall include all buildings or sitesserviced by the Contractor as well as every task required to be performed.

C. Quality Control File. A quality control file shall contain a record of all inspections conducted by theContractor and any corrective actions taken. The file shall be maintained throughout the term of the contractand made available to the School System upon request.

D. Inspectors: The Contractor shall state the name(s) of the individual(s) responsible for performing thequality control inspections.

Attachments should include list of schools/sites for which pest control services are to be performed, plus acopy of the School System’s IPM Policy.

27

Lists of Sites/Schools to Be Treated

Percent of escalation anticipated, if any:_____%

Termite Service: Average cost per linear foot to service total building for termites.$______/linear foot for 0 - 1,000 ft.$______/linear foot for 1,001 - 6,000 ft.$______/linear foot for 6,001 - 15,000 ft.$______/linear foot for 15,001- 33,000 ft.$______/linear foot for 30,000 ft. +

Termite Service renewal Fee:$______% of cost to treat building (Applies only if entire building is initially treated).ADDITIONAL SERVICES: $________/hour for other services that may become necessaryCONSULTING SERVICES: $________/hour

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28

Weighted Factor Rating System for Evaluating Pest Control Bids

The bidding process sometimes results in contracts being awarded to companies with lower performancestandards. Price should not be the sole factor upon which a contract is awarded. Many schools and busi-nesses address this problem by using a weighted factor rating system. Suggested weights and factors arelisted if schools wish to use a weighted factor rating system. The factors and weights can be modified byeach school system according to the school system’s own priorities and preferences.

Below is a sample of a completed weighted factor rating form. In this example, supplier B has the highestrating and would be awarded the contract even though overall price was higher than that for supplier A.

Ratings within the various categories can be based on the contract officer’s subjective assessment of abidder’s qualifications or might be based on a predetermined objective set of scoring criteria, such as givinga bidder a point for each desired component of a program that he/she demonstrates.

For example, companies A, B and C bid $5,000, $5,800 and $6,000, respectively, for a one-year contract.The $5,000 serves as a benchmark because it was the lowest bid. Therefore, company A receives the highestrating, in this case, of 30; company B bid was 16 percent higher and therefore this company is given a ratingof 16 percent lower than the top rating ([30 - [30 x .16=4.8]]=25.2); and company C bid was 20 percenthigher, hence a 20 percent lower rating (24).

Sample Weighted Factor Rating Form for Evaluating Pest Control Bids

FACTORS MAXIMUM RATING SUPPLIER(Weights) A B C

Technical Factors:Familiarity/experience with IPM 10 7 10 7Technician experience/training 10 7 10 7Previous experience in schools 10 8 10 0Access to Board Certified Entomologist 5 5 5 5Price Factors:Realistic time/pricing estimates 15 14 15 15Price 30 30 25 24Other Factors:Personnel resources 5 3 5 5Ability to respond to emergency requests/ calls for service 5 3 5 5Managerial, financial capabilities 5 3 5 3Quality control program 5 4 5 4TOTAL SCORE 84 95 75

Price should not be the only factor when judging bids from competing pest control firms. This weightedfactor rating form can be used to help evaluate each bidder on several criteria. The above factors and weightscan be modified by each school system according to its individual priorities.

29

Appendix I.

32

Appendix IIDeveloping an IPM Policy Statement

The first step in developing your school’s IPM program is to draft an IPM policy. It is important todistinguish between an IPM policy and an IPM plan. A policy is a generalized guide to help school personneldevelop a more detailed plan for action. An IPM plan is the more specific instructions about how to imple-ment the policy at various school facilities.

The IPM policy should state the intent of theschool administration to implement an IPM plan;however, the policy need not include the plan. Thepolicy should succinctly state the School System’sgoals and expectations of staff and contractors.

The policy should be based on generallyaccepted tenets of integrated pest management,including:• strategies that rely on the best combinations of

pest management tactics that are compatible withhuman health and environmental protection;

• proper identification of pest problems;• monitoring programs to determine when pests

are present or when pest problems are severeenough to justify corrective action;

• use of nonchemical management strategies when-ever practical; and

• preferential use of least-toxic chemical controlswhen pesticides are needed.

To help your School System develop its ownIPM policy statement, the following model is pro-vided for you to adopt or modify as your SchoolSystem determines.

Integrated Pest Management Policy State-ment

_________ Independent School SystemApproved ______________

Structural and landscape pests can pose sig-nificant problems to people, property and the en-vironment. Pesticides can also pose risks to people,property and the environment. It is therefore thepolicy of the ____________ Independent SchoolSystem to incorporate integrated pest managementprocedures into the maintenance program con-ducted by our School System for control of in-door and outdoor pest problems.

DefinitionsPests are populations of living organisms

(animals, plants or microorganisms) that inter-fere with use of school facilities for human pur-poses. Strategies for managing pest populationswill be influenced by the pest species andwhether that species poses a threat to people,property or the environment.

Integrated pest management, or IPM, isa strategy that focuses on long term preven-tion or suppression of pest populations using acombination of tactics that minimize the im-pact of control activities on human health orother, non-target organisms.

An IPM plan is a set of procedures detailinghow particular pest problems will be handled bySchool System IPM staff. The IPM plan for a par-ticular facility will include descriptions of plannedactivities to reduce pest presence or maintain apest-free environment. Details within such plansmay include needed facilities or landscape im-provements, pest-proofing modifications, ap-proved nonchemical and chemical control activi-ties, a pest monitoring plan, educational plans andcriteria for evaluating the need for control or thesuccess of control efforts.

Development of IPM PlansThe School System should appoint an IPM

coordinator whose duties will include approvingIPM plans for both indoor and outdoor SchoolSystem facilities. IPM plans will be designed toaccomplish the following objectives:• Reduce any potential human health hazards or

protect against a significant threat to the safetyof students, staff or the public.

• Prevent loss or damage to school structures orproperty.

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• Prevent pests from spreading into and adverselyaffecting the community or to plant and animalpopulations beyond the site.

• Enhance the quality of life for students, staffand the public.

Essential IPM Plan ComponentsThe School System’s pest management plans

should include the following components:• All activities designed to reduce pest populations

will be based on an accurate determination ofthe pest’s identity and on knowledge of the pest’sbiology and life cycle.

• Significant, recurring pest problems will be ob-served and recorded by IPM staff using moni-toring methods so pest populations can be de-tected and control measures applied to the ap-propriate sites.

• Predetermined action thresholds for importantpest problems will be determined by IPM staff,so results of inspections and monitoring programscan be used to help staff objectively determinewhen control actions are justified.

• The full range of control options, including physi-cal controls, mechanical controls, biological con-trols and chemical controls (including the optionof “no action”), will be considered when decid-ing on a pest management action.

• Educational activities will be conducted to gaincooperation and understanding among SchoolSystem staff, students and the public.

Pesticide Use in School FacilitiesThe decision concerning whether or not to

apply a pesticide will be based on a review ofall other available options and a determinationthat these options are not acceptable or are notfeasible. Cost or staffing considerations aloneshould not be adequate justification for use ofchemical control agents. Efforts will be madeto avoid the use of pesticides by adequate pest-proofing of facilities, good sanitation practices,selection of pest-resistant plant materials andgood horticultural practices.

When it is determined that a pesticidemust be used to meet important managementgoals, the least-hazardous material adequate forthe job will be chosen.

Cooperation with IPM CoordinatorThe School System will provide administra-

tive support to the IPM coordinator for develop-ing an IPM program that relies on minimal pesti-cide use. Such support will include efforts to ad-dress in a timely fashion, as budgets permit, anystructural, horticultural and sanitation modifica-tions recommended by the Coordinator to reduceor prevent pest problems. Furthermore, the SchoolSystem should assist the Coordinator in develop-ing and delivering materials and programs for staff,students and the public to educate them about theimportance of sanitation and pest control.

Contractual Agreements with IPM ProvidersAll outside contractors providing pest con-

trol services will be required to follow the sameIPM standards required for in-house staff. All con-tracted pest control activities will follow IPM plansbased on the IPM components outlined above. TheSchool System should take steps to ensure thatselection of a contractor includes consideration ofthe contractor’s ability to provide satisfactory IPMservices in addition to price considerations.

Facilities PlanningThe School System shall include pest man-

agement considerations in facilities planning. Suchconsiderations include, but are not limited to, theplanting of well-adapted and pest-tolerant plantvarieties outdoors; landscape designs that requireminimal fertilizer and pesticide inputs; properplacement and types of lighting to reduce pest en-try into buildings; placement of dumpsters; stor-age of pesticide products; and pest-proof designof doors and ventilation systems.

Cooperation with Regulatory AgenciesAll pesticide storage, transportation and ap-

plication will be conducted in accordance with therequirements of the:• Federal Insecticide, Fungicide and Rodenticide

Act (7 United States Code 136 et seq.),• Environmental Protection Agency regulations in

40 CFR,• Occupational Safety and Health Administration

regulations,

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• Laws And Regulations Governing Pest ControlOperators And Applicators Of Restricted-usePesticides, Tennessee Department of Agricul-ture, Division of Regulatory Services, and

• school system policies and procedures, andlocal regulations.

Any person applying pesticides on schoolsystem property must have a pesticide applicator’slicense or be under the direct supervision of a per-son licensed to apply pesticides. Therefore, teach-ers or other occupants should not bring or use pes-ticides inside schools unless they are licensed andspecifically granted permission by the officiallydesignated IPM coordinator to do so.

The following is strongly suggested:• Students, staff and parents should have access

to a logbook which contains pesticide appli-cation records and other pest control services

and information, including copies of labels andMaterial Safety Data Sheets (MSDS) used ateach school;

• pest control services including pesticide ap-plications should be recorded in a logbookprior to the next occupation of the building(before school starts the next day);

• this logbook should be kept in a central areathat is easily accessible in each school;

• an overseer of the logbook should be appointedin each school;

• a 12-hour waiting interval (or longer if indi-cated by the label) between pesticide applica-tion and student occupation of treated facili-ties should be adhered to.

• Pesticide applicators should be educated andtrained in the principles and practices of IPMand the use of pesticides approved for use inthe school system.

• All applicators must comply with this IPMpolicy and follow appropriate regulations andlabel precautions when using pesticides in oraround school facilities.

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Appendix IIIPESTICIDE LABELS AND LABELINGUnderstanding a pesticide label is an impor-

tant skill for an IPM coordinator. This section isprovided to explain the various components of anEPA-registered pesticide label. Labels are legaldocuments that provide you with directions on howto mix, apply, store and dispose of the pesticideproduct. Failure to adhere to label directions is aviolation of federal law and is subject to penaltiesand fines. It is your responsibility to read and un-derstand the label. The label also provides infor-mation to help the IPM coordinator determine aclassification for the product under the pesticideapproval process. To help you better understandlabels, each of the label components is explainedbelow. The following was produced by Gene Bur-gess, Professor, Entomology and Plant Pathologyas E&PP Info #300 (3/4/97).

Pesticide labels and labeling are among themost important documents that pesticide applica-tors see. Label refers to the information printed onthe product container. Labeling refers to any in-formation printed on, attached to or accompany-ing your purchase. The pesticide user is legallyresponsible to follow all label directions.

Under the "Directions for Use" section of thelabel is usually a statement that reads as follows:"It is a violation of Federal law to use this productin a manner inconsistent with its labeling." Theuser is personally liable if a pesticide applicationresults in unwanted damage. Chemical companiesare very careful to include disclaimers on theirproducts' labels, which transfers all risks to thebuyers of their products.

A LABEL -- Refers only to informationprinted on the product container. All labels, whichare essentially the manufacturer's license to sell,provide the important facts about distribution, stor-age, sale, use, disposal and safety measures re-quired for the pesticide.

LABELING -- Refers to any informationprinted on, attached to or accompanying your pur-

chase. This may include such things as brochures,leaflets and information handed out by your dealer.

What is a Pesticide?A pesticide, as defined by FIFRA, is "...any

substance or mixture of substances intended forpreventing, destroying, repelling, or mitigating anyinsect, rodent, nematode, fungus, weed, or anyother forms of life declared to be pests; and anysubstance or mixture of substances intended foruse as a plant regulator, defoliant or desiccant."

Pesticide RegistrationRegistration of pesticides is designed to pro-

tect people and the environment from abuse ofpesticide use. The Federal Insecticide, Fungicideand Rodenticide Act (FIFRA) of 1947 was pri-marily a labeling law and was originally admin-istered by the U.S. Department of Agriculture. Ithas been amended several times to increase andexpand the protection of users of pesticides, ourfood and the environment.

Amendments made in 1972 require that pes-ticides be classified for either general or restricteduse. Further, people who apply restricted-use pes-ticides, either commercially or privately, are re-quired to be certified by their respective states.

Data Requirements for RegistrationAs specified in amended FIFRA, all pesti-

cides must be registered. This includes all pesti-cides used in and around the home, swimmingpools, businesses, public buildings and in agricul-ture. Before any registration is issued, however,the manufacturer (applicant) must submit data tothe Pesticide Registration Division of the Envi-ronmental Protection Agency (EPA) showing thatthe product when used as directed:

• is effective against the pest(s) listed on the label,• will not injure humans, animals or crops or

damage the environment,• will not result in illegal residues on feed and food.

36

Parts of the Label

(1) BRAND or TRADE NAME -- Appears onthe label. It is the name by which the product isadvertised. Different manufacturers may use dif-ferent brand names for the same pesticide activeingredient.

Common name -- The same chemical may ap-pear on the shelf under several brand names, butthe common name, or chemical name, may be thesame.

Chemical name -- These names may be compli-cated, so common names may be used. Chemicalnames identify the chemical components andstructure of the pesticide. An example is carbarylfor 1-naphthyl N- methylcarbamate._______________________________________

Ingredient statement -- Two kinds of ingredientsform pesticides: active ingredients and inert ingre-dients.

(2) ACTIVE INGREDIENTS -- Listed by ei-ther chemical name or common name. Must bestated as a percentage by weight or pounds pergallon of concentrate.

(3) INERT INGREDIENTS -- Need not belisted, but percent of their content must be. Inertingredients are currently placed into four catego-ries by the EPA. They include:

• Inerts of toxicological concern,• Potentially toxic inerts (high priority),• Inerts of unknown toxicity,• Inerts of minimal concern.

Types of Formulations -- Pesticides come in dif-ferent forms: liquids, wettable powders, dusts, etc.Each form is handled differently, and the labelidentifies the formulation. An example is 4E, whichmeans it is an emulsifiable concentrate (E) with 4pounds of active ingredient per gallon. Emulsifi-able concentrates can also be represented by EC.Other common types of formulations include:

F, L, or FL - FlowablesULV - Ultra Low VolumeD - DustsB - BaitsG - GranularsP or PS - PelletsW or WP - Wettable PowdersS or SP - Soluble PowdersDF - Dry FlowablesWDG - Water Dispersable GranulesWDL - Water Dispersable Liquids

Other less common formulations include:

AF - Aqueous FlowablesAS - Aqueous SuspensionsES - Emulsifiable SolutionsMTF - Multiple Temperatures

FormulationOL - Oil-soluble LiquidsSL - SlurrysME - Microencapsulation. Liquid

or dry pesticide particles maybe surrounded by a plasticcoating to produce amicroencapsulatedformulation.

Precautionary Statement

(4) HAZARDS TO HUMANS AND DOMES-TIC ANIMALS -- These statements warn you ofpossible poisoning to humans and animals. Spe-cial precautions, including necessary protectiveequipment, appear here. If the product carries se-rious risk, proper poison treatment is listed.

Acute effects statements contain statements thatindicate which route of entry (mouth, skin, eyes,lungs) you must particularly protect and what spe-cific action you need to take to avoid acute ef-fects from exposure. These precautionary state-ments tell you what parts of your body will needthe most protection.

Delayed effects statements will tell youwhether the product has been shown to causeproblems such as tumors or reproductive prob-lems in laboratory animals.

37

Allergic effects statement -- If tests or other dataindicate that the pesticide product has the poten-tial to cause allergic effects, such as skin irrita-tion or asthma, the product labeling must statethat fact. Sometimes the labeling refers to aller-gic effects as "sensitization."

Personal protective equipment statements --Immediately following the statements aboutacute, delayed and allergic effects, the labelingusually lists personal protective equipment re-quirements. These statements tell you the mini-mum personal protective equipment that you mustwear when using the pesticide.

Personal Protective Equipment Includes:

• Coveralls over long-sleeved shirt and long-legged pants

• Chemical-resistant gloves such as butyl or nitrile• Chemical-resistant footwear plus socks• Eye protection• Respirator with an organic vapor-removing car-

tridge and a prefilter approved for pesticides--MSHA/NIOSH approval prefix (23C) or canis-ter approved for pesticides--MSHA/NIOSH ap-proval number (14G)

• Overhead applications: add chemical-resistantwide-brimmed hat or hood

• Mixers/loaders and cleaners of equipment: addchemical-resistant apron

(5) ENVIRONMENTAL HAZARDS --Warnings here may include general statementsabout birds, fish and wildlife or include state-ments concerning toxicity to honey bees, sur-face and groundwater contamination and endan-gered species. Label information on groundwa-ter contamination warns against applying pesti-cides in situations which may lead to contami-nation of groundwater.

(6) PHYSICAL AND CHEMICAL HAZ-ARDS -- Warnings appear here about potentialfire, explosion or chemical hazards. These state-ments are not located in the same place in all pes-ticide labeling. Some are in a box headed "Physi-cal or Chemical Hazards," others list them beneath

the signal word and some are under headings suchas "Note" or "Important."

(7) DIRECTIONS FOR USE -- Explanation ofcorrect use of the product. Also tells you whatpests the product is registered to control, wherethe product can be used, when it should be used,how much to use and in what form to use it. Thissection also says whether the product is for gen-eral or restricted use.

Misuse statement -- You are warned here that ifyou fail to follow label directions exactly, you areviolating federal law.

Directions for use by reference -- Some directionsfor use that pesticide users must obey are containedin documents that are only referred to on the prod-uct labeling. Such instructions include EPA or othergovernment agency regulations or requirementsconcerning the safe use of the pesticide product.

(8) REENTRY STATEMENT -- Some productsrequire that a person without protective clothingnot enter the treated area until a certain time haspassed. Consult local authorities for special rulesthat may apply.

(9) CATEGORY OF APPLICATOR -- If re-quired for this product, this section will limit useto certain categories of commercial applicators.

(10) STORAGE AND DISPOSAL DIREC-TIONS -- Pesticide labels will have some basicguidelines for pesticide storage, usually recom-mending that they be stored in a cool, dry, well-ventilated area away from feed and foodstuffs.Different types of pesticides should be stored sepa-rately: herbicides separately from insecticides, asan example. The pesticide storage area should bewell marked with warning signs and be locked toprevent unauthorized entry. Pesticide labeling alsocontains some general information about how todispose of excess pesticide and the pesticide con-tainer in ways that are acceptable under federalregulations. State and local laws vary, however,so the labeling usually does not give exact dis-posal instructions. Storage and disposal statements

38

usually appear in a special section of the labelingtitled "Storage and Disposal." Improper disposalof excess pesticide, spray mixture, rinsate or thecontainer is a violation of Federal law. If thesewastes cannot be disposed of according to labeldirections, contact the Tennessee Environment andConservation (615) 532-0109, or the National Pes-ticide Telecommunication Network (800)858-7378(24 hour), for guidance.

NOTE: Burning pesticide containers is illegal inKentucky.

(11) STATEMENT OF USE CLASSIFICA-TION -- The label must show whether the pesti-cide is for general or restricted use. Use is basedon the hazard of poisoning, the way the pesticideis used and its effect on the environment. Whena pesticide is classified as restricted, the label willstate "Restricted Use Pesticide" in a box at thetop of the front panel. Below this heading maybe a statement describing the reason for the re-stricted-use classification.

General use -- According to FIFRA, a general usepesticide is one that, when applied according toits directions, will not generally cause unreason-able adverse effects on the environment.

Restricted use -- Restricted use pesticides have astatement at the top of the label's front panel say-ing "Restricted use pesticide for retail sale to andapplication only by certified applicators or personsunder their direct supervision." According toFIFRA, a restricted use pesticide is one that, whenapplied according to its directions, may generallycause unreasonable adverse effects on the envi-ronment, including injury to the applicator.

(12) SIGNAL WORDS -- Signal words, stan-dard by law in the industry, tell you how severelytoxic a pesticide is. The signal word is immedi-ately below the statement, "Keep out of reach ofchildren," which also must appear on the label.The signal word reflects the hazard of any activeingredients, carriers, solvents or inert ingredients.The signal word indicates the risk of acute ef-fects from the four routes of exposure to a pesti-

cide products (oral, dermal, inhalation and eye)and is based on the one that is greatest. The 3signal words used on pesticide labels are: DAN-GER, WARNING and CAUTION. Pesticideswith the signal word DANGER are most toxic orhazardous and their use is normally restricted.They will usually have the word "Poison" andskull and crossbones on the label.

Less toxic pesticides may be given the sig-nal word WARNING if there is a specific hazard,such as severe skin or eye injury, or a particulardanger to the environment. For these, the word"Poison" or the skull and crossbones are not onthe label. Pesticides with the signal word CAU-TION are least toxic to people and are generallyless hazardous. Every product label must have"Keep Out of the Reach of Children" and carryone of the signal words:

Signal ApproximateWord Toxicity Amount Needed

to Kill theAverage Person

DANGER Highly Toxic A taste to ateaspoonful of apesticide in thiscategory couldpossibly causedeath if takenorally.

WARNING Moderately A teaspoonful to aToxic tablespoonful

would probably killan adult.

CAUTION Slightly An ounce to moreToxic than a pint would

probably berequired to causedeath in an adult.

39

(13) SYMBOL -- The skull-and-crossbones sym-bol attracts attention to highly toxic materials. Thesymbol is accompanied by the signal word DAN-GER and the word POISON.

(14) STATEMENT OF PRACTICAL TREAT-MENT -- Emergency first aid is spelled out in thissection. In addition, you are told what exposurerequires medical attention, such as swallowing orinhaling the product or getting it in your eyes oron your skin. In the case of a possible poisoning,it is important to take the pesticide label to theattending physician.

(15) NAME AND ADDRESS OF MANUFAC-TURER -- The law requires the manufacturer toidentify itself by name and address.

(16) REGISTRATION AND ESTABLISH-MENT NUMBERS -- The registration numbershows that the product is properly registered withthe Federal Government (Environmental Protec-tion Agency). The establishment number identi-fies the factory and appears on the container butmay not be on the label.

(17) NET CONTENTS -- The net contents tells youthe amount in the container. This can be expressedas pounds or ounces for dry formulations and as gal-lons, quarts, pints or fluid ounces for liquids.

40

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42

The IPM in Schools Committee wishes to express their thanks to the following people, in addition tothe Tennessee Pest Control Board, for reviewing an earlier version of this manuscript:

Linda Allinger, member of TEC (Tennessee Environmental Council)

Charles Hadden, Section Leader, Entomology and Plant Pathology, Agricultural Extension Service,The University of Tennessee

Frank Hale, Associate Professor, Entomology and Plant Pathology, Agricultural Extension Service,The University of Tennessee

Jim Jones, Executive Director of Local Finance and Auxiliary Services, Department of Education, Nashville

Nancy McFadden, member of BURNT (Bring Urban Recycling to Nashville Today),

Roberto Pereira, Assistant Professor, Entomology and Plant Pathology, The University of Tennessee

Wanda Russell, Professor, Communications, Agricultural Extension Service, The University of Tennessee,

Alan Windham, Associate Professor, Entomology and Plant Pathology, Agricultural Extension Service,The University of Tennessee

44

PRECAUTIONARY STATEMENTTo protect people and the environment, pesticides should be used safely. This is everyone's responsibility,

especially the user. Read and follow label directions carefully before you buy, mix, apply, store, or dispose of apesticide. According to laws regulating pesticides, they must be used only as directed by the label.

DISCLAIMER STATEMENTPesticides recommended in this publication were registered for the prescribed uses when printed. Pesticide

registrations are continuously being reviewed. Should registration of a recommended pesticide be canceled, it wouldno longer be recommended by The University of Tennessee. Use of trade or brand names in this publication is for

clarity and information; it does not imply approval of the product to the exclusion of others which may be of similar,suitable composition, nor does it guarantee or warrant the standard of the product.

PB1603-6M-1/98 R12-1001-11-001-98A State Partner in the Cooperative Extension System

The Agricultural Extension Service offers its programs to all eligible personsregardless of race, color, national origin, sex or disability and is an Equal Opportunity Employer.

COOPERATIVE EXTENSION WORK IN AGRICULTURE AND HOME ECONOMICS The University of Tennessee Institute of Agriculture, U.S. Department of Agriculture,

and county governments cooperating in furtherance of Acts of May 8 and June 30, 1914. Agricultural Extension Service

Billy G. Hicks, Dean

agricultural extension service pb 1603 suggested ... · the tennessee pest control board,...

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