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This Integrated Pest Management Curriculum was developed by the University of California (UC), San FranciscoSchool of Nursing’s California Childcare Health Program, UC Berkeley’s Center for Children’s Environmental HealthResearch, UC Statewide IPM Program and the California Department of Pesticide Regulation; and adapted for NewHampshire by the New Hampshire Department of Agriculture, Markets & Food through funding by a Pesticide Environmental Stewardship Program Grant, Assistance Award PE 96119501-1, made possible through the UnitedStates Environmental Protection Agency, Region 1.

INTEGRATED PEST MANAGEMENT:A CURRICULUM FOR EARLY CARE AND EDUCATION PROGRAMS

This original project was funded in full or in part through a grant awarded by the California Department of

Pesticide Regulation and adapted for use in New Hampshire with permission from the California Childcare

Health Program. This adaptation was prepared by the New Hampshire Department of Agriculture, Markets &

Food (DAMF), Division of Pesticide Control, and the New Hampshire Department of Health and Human

Services (DHHS), Child and Maternal Health Section, and made possible through a Pesticide Environmental

Stewardship Program Grant, Assistance Award PE 96119501-1, provided by the United States Environmental

Protection Agency. The contents of this document do not necessarily reflect the views and policies of DAMF

or DHHS nor does mention of trade names or commercial products constitute endorsement or

recommendation for use.

Graphic Design: Robin Brandes Design www.robinbrandes.com • Illustrations:Noa Kaplan

INTEGRATED PEST MANAGEMENT: A CURRICULUM FOR EARLY CARE AND EDUCATION PROGRAMS

AC K N OW L E D G E M E N T S

TITLE PAGE

Introduction

What is integrated pest management (IPM)

Health and Safety in the Child Care Environment

Pests: What you need to know

What are pests

Hazards of pests for young children

Pesticides: What you need to know

What are pesticides

types of pesticides

Where are pesticides used

What are the health hazards of pesticides

acute and long-term health effects

Why children are at higher risk

other hazards of using pesticides

Choosing safer pesticide products

Understanding IPM Practices

Prevention

Inspection

Identification

Monitoring

Management

safe storage and disposal of pesticides

How to read a pesticide label

TITLE PAGE

Implementing IPM in your ECE Program

How to hire a pest management professional

Glossary

Resources

Appendices

list of toolkit’s Complementary Materials:

Health and safety notes on specific pests

facts sheets for families

IPM Checklist for early Careand education Programs

forms

sample IPM policy for eCe programs

sample letter: notification of planned pesticide use

sample warning sign to be displayed on property

sample Pest Monitoring log

TABLE OF CONTENTS

I n t e g r a t e d P e s t M a n a g e M e n t : a C u r r I C u l u M f o r e a r l y C a r e a n d e d u C a t I o n P r o g r a M s

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T h e T o o l k i t i n c l u d e s :u A curriculum booklet, Integrated Pest

Management: A Curriculum for Early Care andEducation Programs, which includes generalinformation about IPM, Health and safetyrequirements, what you need to know about pestsand pesticides, how to implement IPM, andappendices with sample policies, forms andletters.

u Complementary materials

w Health and safety notes on individual pests

w fact sheets for families

w IPM Checklist

the Toolkit and additional materials, including a slidepresentation, are available on the website:www.ucsfchildcarehealth.org/html/pandr/trainingcurrmain.htm. To order the IPM Toolkit, contact: New HampshireDepartment of Agriculture, Markets & Food,Division of Pesticide Control at (603) 271-3550.

T a r g e t A u d i e n c ethe IPM Toolkit is intended for use by early care andeducation staff, directors, family child care providers,building maintenance personnel, early care andeducation health and safety educators, child carehealth consultants, child care health advocates, childcare licensing analysts, pest managementprofessionals, parents and others interested in thehealth and safety of children in child care.

L e a r n i n g O b j e c t i v e s

After using the IPM Toolkit, you will be able to:

u identify the requirements for child carecenters as specified in New Hampshire’sHealth and Safety in the Child CareEnvironment Rules.

v define what is a pest, what is a pesticide and what is integrated pest management.

w explain why children are vulnerable to thehealth risks of pesticides.

x describe the health effects for children andstaff exposed to pesticides and commonpests.

y develop and implement IPM policies andpractices in your program.

z identify simple and inexpensive IPM methods to prevent or manage commonpests.

{ inspect your child care facility for thepresence of pests or conditions that attractpests using the IPM Checklist.

| share IPM information and resources withstaff and parents.

INTRODUCTION


this Integrated Pest Management Toolkit for Early Care and Education Programs presents practical informationabout using integrated pest management (IPM) to prevent and manage pest problems in early care and educationprograms.

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BackgroundIn a 2011 survey of new Hampshire licensed child care centers, most reported at least one problem with indoorand/or outdoor pests and many reported using pesticides to control pests. Pesticides, while sometimes helpful, alsopose risks. this curriculum will help you learn how to keep pests out of early care and education (eCe) facilities andreduce the use of pesticides by adopting integrated pest management (IPM). the curriculum will explain what IPM isand how to start an IPM program in your eCe facility. When there are pests in an eCe facility, many people try to getrid of them as quickly as possible by using pesticides; for instance, spraying pesticides in the building and outdoorareas to get rid of ants. However, pesticides may cause harm to children, staff and the environment. the harm causedby pesticides may be worse than the harm caused by the pests. (More than one billion pounds of pesticides are usedevery year in the u.s.1 and pesticide residue can be found where people work, live, and go to school.)

Some of the health effects caused by pesticides may include:

u Immediate illness, such as poisoning, asthma and flu-like symptoms.

u long-term developmental and health problems in children, and health problems in eCe staff.

C u r r i c u l u m O v e r v i e wThis curriculum will help you create ahealthy and safe ECE environment andprovide information on:

u Why children are at higher risk for pesticide exposure and poisoning

u How to use IPM to

w keep pests out.

w manage pest problems.

w use least-harmful practices.

w eliminate use of the most toxic pesticides.

1 U.S. EPA, 2000-2001 Pesticide Market Estimates: Usage, www.epa.gov/oppbead1/pestsales/01pestsales/usage2001.htm

I n t r o d u C t I o n

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W h y u s e I P M ?

IPM targets the conditions in your facility that allow pests to become a problem rather than simply treating the symptoms (pests). Therefore, IPM:u is more effective at eliminating pests.

u prevents pest infestations in the future.

u is less likely to cause harm to children, staff and the environment.

u can save time, money and energy.

u will lead to fewer pest problems.

u is encouraged (by the New HampshireDepartment’s of Agriculture, Markets &Food and Health and Human Services.)

u reduces short and long-term health problems associated with pesticide use.

S t e p s t o S u c c e s s f u l I P M :

u P r e v e n t I o n

u Keep pests out of areas where you don’t wantthem.

u remove pests’ access to food, water andshelter.

v I n s P e C t I o n

u Carefully inspect your indoor and outdoorareas for evidence of pests, damage by pests orthe pests themselves.

w I d e n t I f I C a t I o n o f P e s t s

u Identify which pests are present in and aroundyour facility. Positive identification will helpyou to determine the best plan of action. forexample, do you have norway rats or roofrats? they must be dealt with differently.

u learn the signs of their presence such asdroppings or damage, even when pests are outof sight.

u Identify pests’ characteristics and habits: whatare their food, water and shelter needs andwhat is their life cycle?

xM o n I t o r I n g

look for signs of pests in the buildings and groundsto:

u identify pest problems early.

u determine if and when treatment is needed.

u determine whether current strategies areworking.

yM a n a g e M e n t

If pests become a problem, you will need to dosomething to manage or suppress them.

u use materials and practices that maximizeeffectiveness, safety and reduce pesticideexposure to children and staff.

u often you can manage pests with nonchemicalsteps.

u If you use pesticides, choose least harmfulpesticides such as bait stations or gels.Combine them with preventive practices sopests won’t come back.


WHAT IS INTEGRATED PEST MANAGEMENT ( IPM)?

IPM is a common-sense approach to managing pests while reducing the use of harmful pesticides. IPM programsfocus on preventing pest problems by getting rid of the food, water and shelter that pests need to survive. When pestmanagement is needed, IPM uses a combination of common-sense, least harmful practices. IPM works becausecombined (integrated) approaches for pest management are more effective in the end than a single approach, likespraying pesticides. IPM in a facility is always a team effort between the program staff, janitorial staff, parents, andthe building manager, landlord and pest management professional. everyone has a role to play and mustcommunicate and cooperate.

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What to do if you see cockroaches

Before you develop a plan to get rid of thecockroaches, ask yourself: are there nearby tenantswho should be involved? Consider your building’s

location, neighbors andownership. are you in aseparate building or sharedspace? are you renting orleasing? If you focus on onlyyour part of the building, thecockroaches may move awayfor a short time and returnlater. If you have cock-roaches, your neighborsprobably do too. If you’rerenting or leasing space, thelandlord or building owner

should work with all tenants in your building.

What to do in an emergency

If you discover cockroaches behind a largeappliance, such as a refrigerator, do not spray!Work with another staff person and get a canistervacuum cleaner and hair dryer. one person will usethe hair dryer to flush out the cockroaches and theother person will vacuum them up with the canistervacuum cleaner. vacuum their hiding place twice,five minutes apart. during the first pass thecockroaches will scatter. they’ll resettle by the timeyou vacuum again.

Then use the steps described on the right. If you wantto hire an expert, hire a Pest ManagementProfessional (PMP) who is knowledgeable aboutIPM (see page 27, How to Hire a PMP).

for more information on specific pests, see the Health and Safety Notes. a list of these Notes is available in the Appendix.

d o

u Find out where the cockroaches are comingfrom; for example, by setting and monitoringsticky traps next to the walls behind cabinetsand in corners near food and water sources.

v Seal cracks and crevices, gaps around pipes,and other areas to reduce hiding and breedingplaces and to keep them out of the building.Also, inspect packages and boxes for othersources of cockroaches.

w Routinely clean up food residues socockroaches don’t have food. Keep food insealed containers. Fix leaky faucets socockroaches don’t have water.

xKeep garbage in lined, covered containers.

y Eliminate clutter. Take supplies out of boxesand store in cupboards or open metal shelving.

z Put out sticky traps to find out early if roachesreturn.

{Use bait stations or gels for managing existing roach problems.

d o n ’ t

|Don’t react immediately by spraying, puttingout poison, or using foggers. These methods canbe dangerous. If you can’t handle the problemyourself, hire a PMP who practices IPM.

W H a t I s I n t e g r a t e d P e s t M a n a g e M e n t ( I P M ) ?

E X A M P L E O F H O W T O U S E I P M

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HEALTH AND SAFETY IN THE CHILD CAREENVIRONMENT RULE

C h i l d C a r e L i c e n s i n g r u l e sr e q u i r e E C E e n v i r o n m e n t st o :

u be free from fumes from toxic or harmfulchemicals or materials.

v be free from items labeled “Keep out ofReach of Children”.

w notify parents and staff when usingpesticides.

x keep written records of pesticide use byrecording the date, time and type(s) ofpesticide used for each time a pesticide isused.

What does the rule require?u Notification. When using pesticides, the eCe

center shall: w notify parents and staff in writing at least 2

days prior to the pesticide application, exceptin emergencies where pests pose animmediate threat to children

u Record Keeping. When using pesticides,programs shall document for each pesticide used:• date • time • type

u Warning Signs. eCe centers should considerposting warning signs around each area wherepesticides will be applied. these signs should belarge enough to prevent any adult fromaccidentally entering areas where pesticides havebeen used. see Sample Warning Sign in the onpage 34.

In new Hampshire, the Health and safety in the Child Care environment rule, He-C 4002.14 applies to child carefacilities.

Carefu l ly cons iderthe pest ic ideproposed for use .

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W h a t a r e p e s t s ?

a pest is any living organism thatcauses damage or discomfort, ortransmits or produces disease.Pests can be animals, plants orbacteria. a pest can also besomething that is simply where itis not wanted, such as clover in a

grass play area. rats, mice, cockroaches, house flies,raccoons, squirrels, ants, weeds and bacteria are allexamples of different types of pests. Make suresomething is really a pest before you remove it.

H a z a r d s o f p e s t s f o r y o u n gc h i l d r e n

some pests are merely annoying, but others can causeserious harm to children. for example:u rodents, such as rats and mice, can contaminate

food, food preparation areas and other surfaceswith their urine, feces and stray hairs. they carrydiseases or fleas into areas where people arepresent. they can also trigger asthma.

u Cockroaches are a common trigger of asthma andcan carry diseases.

u stinging pests, such as yellowjackets, hornets andsome ants and bees, can cause severe reactionsthat can be life threatening for some people.

u flies can spread disease when they walk on food.


PESTS – WHAT YOU NEED TO KNOW

Most Common Pests in Chi ld Care Centers

Raccoon Squirre l Rat Cockroach Spider

Ant Mosquito L ice House F ly Ye l lowjacket

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W h a t a r e p e s t i c i d e s ?

a pesticide is a poison that is designed to kill orcontrol living things such as weeds, bugs, spiders oranything that you do not want to live in your childcare facility or yard. roach and ant spray, flea bombs,rat poison, weed killer or mothballs are all examplesof pesticides. all pesticides are potentially harmful.Pesticides should be used as a last resort. Pesticidesprays and foggers are especially harmful and shouldbe avoided in child care programs.

W h a t t y p e s o f p e s t i c i d e s a r et h e r e ?

there are many types and trade names of pesticidesthat are marketed to kill specific pests. for example,an herbicide, which kills weeds, is a pesticide. Here isa list of pesticides and the type of pests they aredesigned to kill.

W h e r e a r e p e s t i c i d e s u s e d ?

Pesticides are often used outside, such as on lawnsand in gardens. they are also commonly used in andaround buildings such as homes and classrooms. u Indoor levels of pesticides may be higher than

outdoor levels because pesticides settle into carpetsand on other inside surfaces, and build up in dust.Pesticides used indoors, or tracked inside on shoes,can remain for weeks, months or even years.

WHAT ARE THE HEALTH HAZARDS?

even though pesticides are registered with the u.s.ePa, they can still be dangerous to children andadults. typically, the harmful effects of a pesticidedepend on:u how poisonous the pesticide is. some are

more poisonous than others.

u how long a person is in contact with the pesticide(this is called exposure).

u how much of the pesticide gets inside the body ofthe person exposed.

u how a person comes into contact with thepesticide. Pesticides can be swallowed, breathedin through the lungs or absorbed through the skin.

Exposure to some pesticides can cause acutepoisoning or acute health effects. In 2008, unitedstates (us) Poison Control Centers reported 43,526cases of possible pesticide poisoning in childrenyounger than six.3 the signs of acute, suddenpesticide-related sickness that happen soon afterexposure can be mistaken for the flu or otherillnesses. see the table Acute and Chronic HealthEffects on page 8 for more information.


PESTICIDES – WHAT YOU NEED TO KNOW

PESTICIDE PEST

1. Insecticides Insects and related pests such as spiders

2. Herbicides Weeds or other unwanted plants

3. rodenticides Mice, rats and other rodents

4. fungicides Mold, mildew and other fungi (mushrooms)

5. Bactericides Bacteria

6. algicides algae (used in swimming pools and other water storage)

7. Insect repellents Mosquitoes or other insects or ticks

8. Molluscicides snails and slugs

3 Bronstein, A. C., Spyker, D. A., Cantilena, L. R., Green, J. L., Rumack, B. H., & Giffin, S. L. (2009). 2008 Annual Report of the American Association of PoisonControl Centers’™ National Poison Data System (NPDS): 26th Annual Report. Clinical Toxicology, 47(10), 911-1084.

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P e s t I C I d e s – W H a t y o u n e e d t o K n o W

Exposure to pesticides over a long time may alsocause sickness or affect development. new studiesshow that children regularly exposed to low levels ofpesticides may not be poisoned or get sick rightaway, but they may suffer from health problems thatdon’t show up for many years.4

studies still need to be completed to know moreabout the health hazards of pesticides.

the best way to avoid these health hazards is to avoidusing pesticides.

Some of the acute and chronic health effects ofpesticides are:

ACUTE HEALTH EFFECTS (SUDDEN EXPOSURE)

u Cough or difficulty breathing

u Nausea or vomiting

u Stomach pain

u Diarrhea

u Headache

u Blurred vision or irritated eyes

u Dizziness

u Rash or other skin irritation

u Confusion

POSSIBLE LONG-TERM HEALTH EFFECTS

u Asthma

u Low birth weight and length

u Birth defects

u Genetic syndromes

u Learning disabilities

u Cancers

u Hormonal changes (disruption of the endocrinesystem)

Children are more vulnerable to pesticides in theirenvironment than adults because they:u eat and drink more per pound of body weight

than adults. If a pesticide is present in food ordrink, a greater amount will be taken in by a childin proportion to their body size or weight than byan adult.

u breathe more air per pound of body weight thanadults.

u put their hands in their mouths a lot and roll onand touch floors and other surfaces wherepesticide residues or contaminated dust arecommonly found.

u have more skin surface area relative to their bodyweight than adults. thus, children absorb morepesticides through their skin than adults.

u are still developing. some pesticides that childrenare exposed to can interfere with a child’sdeveloping brain.

AdultChi ld

I f a pest ic ide i s present in a i r , food or water , a greateramount wi l l be taken in by a chi ld in proport ion to theirbody s ize or weight than by an adul t .

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4 Marks, A. R., Harley, K., Bradman, A., Kogut, K., Barr, D. B., Johnson, C.,et al. (2010). Organophosphate pesticide exposure and attention inyoung Mexican-American children. Environmental Health Perspectives.Advance online publication. doi: 10.1289/ehp.1002056.


O t h e r h a z a r d s o f u s i n gp e s t i c i d e s

Pesticides are poisonous to pests, but they are alsopoisonous to people, animals and the environment.Pesticides enter the environment through water andair. Pesticides can enter storm drains, seep throughthe ground or run off of sidewalks or soil into streamsand lakes that provide drinking water to humans andanimals.

Pesticides can also sometimes make pest problemsworse.

u over time, pests often become resistant topesticides so the pesticides stop working, andstronger ones are needed to manage pestproblems.

u While pesticides kill pests, they can also killvaluable insects, such as predators that keep pestsin check.

C h o o s i n g s a f e r p e s t i c i d ep r o d u c t s

IPM practices that don’t use any pesticides at all areoften effective and eliminate pest problems. Ifnonchemical approaches are not effective bythemselves, you may need to use pesticides.

Here are the key points about choosing a saferpesticide product:

Consider using low risk pesticides.Products that are low risk such as baits and gels haveall been determined to be safer for use aroundchildren than other pesticide products. they are safereither because they have very low toxicity or are usedin a form, such as a bait station, that makes them lesshazardous because there’s reduced risk of exposureto the pesticides. exempt products should be usedand stored out of children’s reach.

for more information on choosing safer pesticides forindividual pests, review the Health & Safety Notesincluded in this Toolkit on individual pests common ineCe programs. these Health and Safety Notesprovide information about nonchemical and saferoptions appropriate for individual pests that can betried.

Use pesticides registered for use by the EPA and NH DAMF.

except for a few products that are made from food-grade substances, all pesticides must be registered bythe u.s. ePa and the new Hampshire division ofPesticide Control to be sold or used in newHampshire. Be sure you only use registered products.some unregistered products that are illegal in newHampshire are very dangerous.

examples of illegal pesticides that are highly toxic anddangerous to use:

u Naphthalene moth repellents are made fromnaphthalene and are white or colorful balls thatlook like candy or toys to children.

u Illegal insecticide chalk (ant and cockroachchalk), also called Miraculous Chalk or ChineseChalk, is usually imported from China and is notexpensive. It looks like simple blackboard chalk.

u Tres Pasitos is acolorful pesticidethat looks like candy.It is used to kill rats.

I l lega l insect ic ide cha lk .

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Use caution when choosing organic, green ornatural productsChoosing safer pesticide products can be hardbecause there is a lot of conflicting informationavailable on the Internet and in the media. somepesticides are advertised as organic, green or naturalto make them seem safer than traditional pesticides,but some may also have significant hazards, especiallyif the directions on the label are not followed.

the terms green or natural should be viewed withsuspicion. of the terms green, natural and organic,only the term organic has an official definition.

Use pesticides registered for use by the EPA andNH DPC

Organic pesticides:

u must be derived from natural sources, such asplants, animals, microorganisms or minerals.

u cannot be synthesized using chemical reactions.

u can have adverse effects on people, animals andthe environment even though many of theseproducts may be less toxic than conventionalchemical pesticides. an example is the insecticidepyrethrin, which is made from chrysanthemumdaisies. It is organic because it only comes fromplants, yet pyrethrins are very toxic to fish, andcan cause allergic reactions in people.

u can cause problems if used in areas with poorventilation. some organic sprays are made withessential oils and may smell good at first, but theycan cause children and staff to cough or suffer eyeirritation and trigger asthma. for example, thymeoil can irritate the skin, eyes and lungs and causeallergic reactions.

Pesticides, including organic or so-called greenpesticides, should only be used as a last resort. tryalternate ways to get rid of pests and resist usingsprays even if they are labeled organic or greenproducts.

Use safer products to protect against bacteria and virusesthe prevention of diseases caused by bacteria andviruses is a priority in eCe settings. new HampshireChildcare licensing requires that certain surfaces ineCe settings be sanitized or disinfected. sanitizingand disinfecting (antimicrobial) products that killbacteria and viruses are pesticides. all products usedto sanitize or disinfect must be registered by the ePa.Bleach is the most commonly used product forsanitizing and disinfecting in eCe. It has a short killingtime and it does not need to be rinsed since it breaksdown quickly. But there are increasing concernsabout the health effects of bleach, particularly forchildren with asthma. Many eCe providers arelooking for alternatives to bleach for sanitizing.

the ePa’s design for the environment (dfe)antimicrobial Pesticide Pilot Project is a newprogram that identifies disinfectants that are at thesafer end of the disinfectant spectrum. dfe scientistshave screened disinfectant ingredients for potentialhuman health and environmental effects. they haveidentified the following as least-toxic activeingredients in disinfectants:

u stabilized hydrogen peroxide

u lactic acid

u Citric acid

Products containing these ingredients that pass thedfe tests for safety and efficacy will be listed on theirwebsite, www.epa.gov/dfe/. If you see the dfe logoon an ePa-authorized antimicrobial pesticide label,you can be assured that, based on the best currentlyavailable information, the product contains onlyingredients that pose the least health andenvironmental concerns. using sanitizing/disinfecting products with the dfe logo can protectthe health of children and staff as well as theenvironment.

for more information, see the Health and safetynotes,Green Cleaning and Sanitizing Safely andEffectively. also see the resources section on page 30.

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UNDERSTANDING IPM PRACTICES

In this section, we provide more detail about IPM.IPM is typically described in five categories:

In practice, many of the strategies we describe beloware used in more than one category of IPM.

P R E V E N T I O N

Prevention is always the preferred way to managepests in an IPM program. Many pests are attractedto food and water, and find shelter and hiding spotsin cracks and crevices or cluttered places. takingsteps to keep pests from getting into your eCe facilityis important and can be done by following thestrategies in this section (see also the IPM Checklist inthe IPM Toolkit). Practicing good sanitation willreduce the availability of food, water and shelter topests.

Create physical barriers on the outside of thebuilding so pests cannot enter the facility.

Doors and windows

u Be sure doors, windows and screens fit tightly and are free of holes or cracks.

u Make sure window screens and panes are free of damage.

u Put door sweeps underneath doors and wrapweather-stripping around the door’s top andsides.

u Keep doors closed when not in use.

u P r e v e n t I o n

v I n s P e C t I o n

wI d e n t I f I C a t I o n

xM o n I t o r I n g

yM a n a g e M e n t

Door sweep.

Insta l l door sweeps .

Make sure window screens are f ree of damage.

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Cracks, crevices, gaps and holes

u seal cracks and crevices in walls, roof, foundation,floors, and around electrical conduits, heatingducts and plumbing pipes where they enter thebuilding.

u Caulk cracks and crevices around cabinets,baseboards or mirrors.

u screen vents or other large openings with ≤ ¼-inch hardware cloth.

u use wire mesh to fill bigger holes where pipes gothrough a wall, the ceiling or the floor so thatpests cannot re-enter the building by burrowing.

M a i n t a i n g o o d s a n i t a t i o n t or e d u c e a v a i l a b i l i t y o f f o o d ,w a t e r a n d s h e l t e r o u t s i d e .

LandscapeMany pests that come indoors and bother childrenand staff originate in outdoor areas. these includeants, yellowjackets, flies, mosquitoes, spiders, miceand rats. you can reduce their numbers bymaintaining a landscape that does not allow them tothrive or invade indoor spaces:

u Keep plants, mulch and moisture at least 12 inchesaway from the building.

u Trim branches regularly and keep them at least3–4 feet from the building.

u remove ivy, vines, wood, debris, garden produce, compost piles and thick mulcharound the perimeter of building.

u Clean gutters.

u Plant flowers that don’t attract bees, such as zinnias.

u n d e r s t a n d I n g I P M P r a C t I C e s

A c logged gutter can become a home for pests and preventsproper dra inage away f rom the bui ld ing .

Openings are entrances for pests .

Screen vents or other large openings with hardware c loth .

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remember that a pest in one situation may not be apest in another. evaluate carefully whethersomething is, in fact, a pest before looking for ways toget rid of it. for example, many people dislikesowbugs or pillbugs, yet they do little harm in thelandscape; and a few snails or slugs are not pests ifthey are not bothering your plants.

Water

u Prevent sprinklers from wetting stucco or siding.

u fix any dripping faucets or sprinklers.

u eliminate any standing water that collects fromfaucets, sprinklers or after rain.

u Make sure equipment and toys do not containstanding water.

u Prevent shrubbery from blocking vents in thefoundation.

u Keep plants and mulch 12 inches from the buildingto allow air and light to circulate.

u Common pests to look for in moist places includemold and mosquitoes.

Garbage storage area (large dumpsters/canscollected by trucks)

u Make sure garbage receptacles and dumpsters areat least 50 feet away from entranceways of thebuilding or play yard and are on pest-proofpavement such as concrete.

u Keep the area free from spilled liquids or garbage.

u Make sure that receptacles and dumpsters havelids that fit snugly to form a seal.

u rinse and clean recyclables.

u Make sure composting bins and receptacles areproperly sealed.

u Common pests to look out for here include cock-roaches, ants, yellowjackets, flies, mice and rats.


Dirty garbage s torage area . C lean garbage s torage area .

Make sure equipment and toys don’t contain s tanding water .

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Garbage in play area (garbage containers)

u Make sure garbage containers have dome lids andlinings.

u Common pests to look for near garbage includecockroaches, ants, yellowjackets, flies, mice andrats.

u If rodent bait stations or yellowjacket traps areused, make sure you place them out of children’sreach! Place yellowjacket traps at least 20 feetaway from outdoor eating and play areas to avoidattracting yellowjackets.

Remove condit ions that wi l l a t t ract pests , l ike spi l led dr inks and uncovered, overf lowing

garbage bins .

P lace ye l lowjacket t raps at least 20 feet away f rom eat ing andplay areas .

P lace bai t s tat ions out of chi ldren ’s reach .

Use dome l ids to covergarbage , a food source forpests .

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M a i n t a i n g o o d s a n i t a t i o n t or e d u c e a v a i l a b i l i t y o f f o o d ,w a t e r a n d s h e l t e r i n s i d e .

Sanitationu eliminate food scraps.

u remove standing water and water-damagedmaterials.

u regularly sweep, vacuum and dust.

u Keep areas free from clutter.

u Properly dispose of garbage.

remember that sealing and repairing any cracks,crevices, gaps and holes inside the building is anotherway to prevent pests from invading your building.

Routine cleaningroutinely clean all areas in the eCe facility:u Clean and dry countertops, shelves, cabinets and

drawers.

u remove food scraps, grease and sugar fromstoves, floors and molding.

u Clean areas under furniture that is not movedoften such as tables, couches, shelves andrefrigerators.

u dust, mop, vacuum and wipe to keep indoor areasclean.

u Clean food-contaminated dishes, utensils andsurfaces by the end of each day.

u dry and store mops and buckets properly (i.e.,mops should be hung upside down and bucketsemptied). or, better yet, use lightweightmicrofiber mop heads made from specially wovenfibers that attract dirt, germs and dust.

u remove cobwebs.

Put away le f tovers and take out t rash before they at tractpests .

Store food in c lear ,t ight ly-sea ledcontainers .


FoodMaintaining a clean environment is the key strategyfor preventing pests in food preparation and storageareas.

u Make sure food is not left out for pests to eat orland on.

u use food storage containers with tight sealinglids.

u If your eCe program uses food items such as pastafor arts and crafts, make sure these are also sealedin plastic or glass containers when not in use.

u only allow food and beverages in designatedareas.

u Clean up spills and crumbs.

u Common pests that like our food include ants,cockroaches, yellowjackets, flies, mice, rats andpantry pests such as flour moths and beetles.

Garbageregularly removing garbage at the end of each dayfrom the eCe site can prevent many pest infestations.

u Garbage containers should:w be equipped with plastic liners.

w have lids that fit snugly to form a seal.

w be emptied and cleaned daily.

u Promptly recycle any boxes or bags to avoid moreclutter.

u rinse drink or food containers before putting inrecycling bins.

u If you must keep cardboard boxes, store themaway from moist areas and direct contact fromwalls or floors.

u If you have on-site composting, be sure toproperly cover and contain it.

u Common pests that like garbage include ants,cockroaches, flies, yellowjackets, mice and rats.

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Leftover food not c leaned of f tab lesbecomes a food source for pests .

Garbage containers should be equipped with p last ic l inersand have l ids that f i t snugly to form a sea l .

Watereliminate accumulated water anywhere around thebuilding or grounds.u fix leaky plumbing.

u eliminate excess water in trays or saucers underindoor houseplants or under the refrigerator.

u Cover or put water away so that it doesn’t sit outovernight.

u drain milk or juice cartons before throwing themin the garbage to avoid excess moisture.

u dishwashers and refrigerators usually collectextra water so make sure drainage bins are keptclean and dry.

u Keep bathrooms as dry as possible because moldtends to grow there.

u Common pests that like water and moistenvironments include ants, cockroaches,mosquitoes, gnats and mold.


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Keep bathrooms as dry and c lean as poss ib le .

Repair gaps or cracks around pipes .

F ix leaky p lumbing .

Storage, shelter and hiding placesPests love clutter. It gives cockroaches and mice aplace to breed and hide. Pests also thrive where theyhave hiding places such as cracks, crevices, wall voids,spaces behind pictures or hanging art work, gapsbehind molding and spaces between furniture andwalls. Where possible, eliminate these hiding placesby caulking, covering gaps with screens or fillingholes and voids with copper wool.

In places where eliminating hiding places is notpossible, clean regularly and monitor for the presenceof pests. If you have pets on-site remember toproperly store their food and water. also keepemergency supplies, for example, storm supplies,properly stored so that pests cannot get into them.

To minimize the level of clutter:u organize equipment and toys.

u clean regularly.

u avoid storing stacks of newspapers, magazines orcardboard boxes because these provide anexcellent shelter for roaches, rodents and otherpests. If you need to store items, use plastic binswith sealed lids.

Common pests that like clutter include cockroaches,spiders, mice and rats.

for specific pest prevention strategies for individualpests, see the Health and Safety Notes included in thisIPM Toolkit or online at:www.ucsfchildcarehealth.org/html/pandr/hsnotesmain.htm


Clutter provides h iding p laces for roaches , rodents and otherpests .

Use p last ic b ins with sea led l ids to s tore equipment and toys .Avoid c lutter .

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I N S P E C T I O N

the first step in starting an IPM program is athorough inspection of your program’s indoor andoutdoor areas. for help with your inspection and alist of the tools that you will need, see the IPMChecklist that is part of this Toolkit. an inspection canbe done by the IPM Coordinator in your program orby a Pest Management Professional who is familiarwith IPM. during an inspection, you are looking for:

u evidence of pests (or their damage): what kind,how many and where

u how they may be entering the building

u their possible sources of food, water and shelter

I D E N T I F I C A T I O N

Identify your pestsWhen you practice IPM, you have to identify thepests in your facility and know their characteristicsand life cycles. If you don’t know which pests arepresent, you may use the wrong managementapproach, choose the wrong pesticide, or treat toooften or at the wrong time and do more harm thangood.

u for help identifying pests, see the Health andSafety Notes contained in this Toolkit on IPM forindividual pests or the University of CaliforniaStatewide Integrated Pest Management Program Pest Notes,www.ipm.ucdavis.edu/PDF/PESTNOTES/index.html

u learn the signs of pests’ presence such asdroppings or damage caused by gnawing orchewing, even when pests are out of sight.

u Make sure that you correctly identify somethingas a pest that requires action. Most insects are notpests.

Identify pests’ characteristics and habits

u Access: How do they get inside? do they enterthe building on cardboard boxes or in food?

u Food: What foods do they eat?

u Water: What are their sources of water?

u Shelter: Where do they hide?

w do they burrow or find their way into existingcracks and holes?

u Damage: What damage do they cause?

u Life cycle of pests:

w How long does it take them to grow toadulthood and reproduce?

w at what stage of their life cycle do they causethe most problems?

w How fast do they reproduce?


Norway rat

roof rat

house mouse

Ident i fy which types of pests are present in and aroundyour fac i l i ty .

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M O N I T O R I N G

If you successfully prevent pests or eliminate themfrom your facility, your IPM efforts aren’t over!Monitoring for pests is an ongoing process that isvery important in an IPM program. Monitoringinvolves systematic inspections that you conduct atregular intervals to identify pest problems early whenmanagement is easiest. Monitoring helps you identifyhow serious your pest problems are and where theyare located.

Monitoring pests involves:

u regularly inspecting the facility for pests and pestdamage.

u identifying sources of food and water that couldattract pests.

u assessing the effects of your pest managementstrategies.

STEPS OF EFFECTIVE MONITORING

uDecide who will do themonitoring.

v Choose effective tools,including:

u monitoring traps (for example,sticky traps for monitoring manyinsects); check them regularly.

u flashlight with a halogen bulb; get into asquatting position to check under cabinets andfurniture for signs of pests.

u small knife or screwdriver to collect pestdroppings or probe wood for dry rot.

u camera to document pest damage to plants orstructures before and after IPM practices havebeen used (optional).

wKeep good written records each time you do avisual inspection (see the IPM Checklist in theToolkit and Pest Monitoring Form on page 35).Make sure these include:

u date and time the inspection took place.

u which pests were present, where they werepresent, how many and their stage of growth.

u evidence of pest damage and where seen.

u when pesticides such as gels or pastes werelast used.

Keeping good records will:

u give you information for your pestmanagement decisions.

u make sure that information is documented andnot lost when employees leave the program.

u allow for the evaluation of pest managementfrom year to year.

Check under cabinets and furni ture for s igns of pests .

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M A N A G E M E N T

If pests become a problem, you will need to manage orsuppress them. IPM encourages use of materials andpractices for managing pests that maximize safety andreduce exposure of children and staff to harmfulchemicals. to manage pests in an IPM program, choosepractices that are:u least harmful to human health and to other non-pest

organisms.

u most likely to be permanent and prevent the pestproblem from coming back.

u easiest to carry out safely and effectively.

u most cost-effective in the short and long-term.

u matched to the particular pest and coincide with thestage of the pest’s life cycle when the pest is mostvulnerable.

Often you can manage pests with nonchemical steps such as:u keeping pests out and eliminating their food, water

and shelter.

u washing the area with soap and water.

u using a vacuum to remove them:w a high efficiency particulate air (HePa) vacuum

with a filter fine enough to screen out insectfeces and insect parts.

u using traps:w Place traps out of children’s reach, such as in

closets or locked cupboards, or in outdoor areasthat are inaccessible to children.

w some traps are used mainly for monitoring pestpresence. these include cockroach traps andvarious pheromone (insect sex attractant) traps,although if the infestation is small, these trapscan sometimes be used to manage the pest.

w other nonchemical traps include:“ snap traps for mice and rats, properly placed

where rodents will find them.

“ flypaper and ultraviolet light traps for flies.

“ cone traps for yellowjackets or flies.

“ box traps for skunks, raccoons and opossum.

If nonchemical steps don’t work, use the least-harmfulpesticides to manage a pest problem. Least-harmfulpesticides are:

w contained inbait stations(not sprayedorbroadcast.)

w effectiveagainst thetarget pest.

w have a lowacute andchronictoxicity topeople, animals and the environment.

w biodegrade rapidly.

w kill a narrow range of target pests.

w have little or no impact on other organisms,especially the pest’s predators.

Place t raps out of chi ldren ’s reach .

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these are examples of least-hazardous pesticidesregistered in new Hampshire.

u Baits are pesticides mixed with materials thatattract pests looking for food. they are a key toolfor managing ants (worker ants carry smallportions of the bait back to the nest where it istransferred to ants in the colony, eventually killingthe entire colony). ant bait products must beslow-acting so that the foraging ants have time tomake their way back to the nest and feed othermembers of the colony before they are killed.When properly used, baits are more effective andsafer than sprays. ant baits are available inprepackaged containerized bait stations or asproducts that can be placed in refillable baitstations or dispensers.

u Borates for use in bait stations for ants orcockroaches.

u Desiccating dusts are powders that kill insects bydrying out their waxy coating, causing them to dieof dehydration. they do not act by poisoning thenervous systems of pests. they are often appliedbehind wall voids, under light switches and otherhard-to-reach places pests like to hide. examplesare diatomaceous earth and silica gel.

u Gels are another form of bait. they areinsecticides mixed with materials that attractpests. Instead of being placed in bait stations, gelsare squeezed into cracks and crevices where pestscommonly hide using a syringe type applicator.

u Insect growth regulators (IGRs) interfere withinsect growth.

u Pesticidal soaps and oils also act by suffocatinginsects, usually those attacking plant surfaces.these come in liquid and spray forms and wouldnot commonly be used for structural (indoor)pests.

u Pheromones and other attractants preventmating.

u Repellents send pests somewhere else.

u Some botanical pesticides which are derivedfrom plants. However, this does not mean theyare “safe.” they can be as diverse as all otherpesticides and must be chosen on a case-by-casebasis. (see section Use caution when choosingorganic, green, or natural products, on page 10.)

When choosing a pesticide, it’s a good idea to obtaina Material safety data sheet (Msds) for theproduct. these documents contain information onpotential hazards and safety precautions for aproduct. Msds forms are available online and frompesticide suppliers. Keep the Msds with your IPMrecords.this guide can also help you choose baits that containless harmful pesticides. use pesticides only when andwhere needed; for example, it is rarely necessary totreat an entire building or landscape area to solve apest problem. If you use pesticides, combine themwith preventive practices so pests won’t come back.determine the causes of pest problems, and developa pest management plan to address these causes withprimarily nonchemical solutions.

SAFE STORAGE AND DISPOSAL OF PESTIC IDES

all pesticides, including containerized baits, organic orother exempt pesticides and some disinfectants must bestored and disposed of appropriately:

u store all pesticides in locked cabinets out ofchildren’s reach.

u store pesticides in their original containers withcomplete label information.

u try not to purchase more pesticide than you’ll use ina short time to avoid problems with storage anddisposal.

u dispose of pesticides in accordance with the labeland state regulations.

u If you employ a pest management company, they areresponsible for storage and disposal of extrapesticides.

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the product orbrand name isprominentlydisplayed on thefront label. Brandnames are differentfrom activeingredients.

the activeingredient is thechemical that killsthe pest.

the Restricted UsePesticide tells youonly certified pestmanagementprofessionals mayuse this product.

Inert or otheringredients do notdirectly kill thepests, but insteadhelp the activeingredients work.

the signal wordssuch as Caution,Warning, Danger,or Danger–Poisonrefer to the short-term or acuteeffects of the activeingredient.

the first aid sectiontells you what to doif the product isswallowed, breathedin (inhaled), or hasmade contact withthe skin or eyes.

Source: www.epa.gov/pesticides/label/index.html

HOW TO R EAD A P E S T I C I D E L A B E L Read the label of any pesticide toidentify the name, ingredients, directions, and potential harmful effects on childrenand staff. The following is a quick overview of key things to look for on the label:

the EnvironmentalProtection AgencyRegistration numberensures that thepesticide has beenreviewed by ePa.

the storage anddisposalinstructions tell youhow to store anddispose of leftoverpesticides.

the directions foruse tell you where,when and how touse the pesticidesafely. follow thesedirections precisely.this section alsotells you what kindof pest this productwas designed to kill.

the precautionarystatementsdescribe potentialharmful effects topeople, animals orthe environment.

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for more information on reading a pesticide label, see the eParead the label first” website: www.epa.gov/pesticides/label/

I n t e g r a t e d P e s t M a n a g e M e n t : a C u r r I C u l u M f o r e a r l y C a r e a n d e d u C a t I o n

IMPLEMENTING IPM IN YOUR ECE PROGRAM

the best way to protect the health of children, staff and the environment is to implement an IPM program. Here are the steps to start your IPM program:

uWrite and include an IPM policy in yourcenter’s policy manual. (see Sample IPM Policyfor Child Care on page 32).this policy should:u state how the eCe center will comply with the

new Hampshire Health rules and safety inthe Child Care environment.

u identify how the program will manage pestsinside the facility and in outdoor play areas.

u establish a procedure to notify parents andstaff in accordance with new Hampshirerules.

u identify minimum qualifications for a PestManagement Professional (PMP) hired towork at your center (see How to Hire a PestManagement Professional on page 27).

vDesignate an IPM Coordinator.this person coordinates and leads the day-to-dayIPM activities and acts as a liaison with staff, apest management company (if used), and parents.often, the program director or facility manageracts as the IPM Coordinator. the IPMCoordinator:u assures that staff members report pest

sightings using the Pest Monitoring Log (seepage 35).

u communicates recommendations from thePMP for cleaning or repairs to staff andadministrators, and confirms that they havebeen carried out.

u takes responsibility for regular monitoring ifthere isn’t a PMP.

u assures that the pest management plan for thefacility is carried out.

u is responsible for storage, safe use anddisposal of pesticides.

u facilitates staff training on IPM.

u does not have to be a pest managementexpert, but should have good organizationalskills and an interest in IPM.

w Provide training for facility and child careprovider staff and parents about your IPMprogram.IPM is a team effort, requiring cooperation amongthe director, teachers, custodian, maintenancestaff, children and parents.u use the IPM Toolkit and Health and Safety

Notes to train staff.

u Education of staff and parents should focuson how to implement the three steps ofpest prevention. these three steps areongoing tasks that require everyone’sparticipation.

w Keep pests out. Make repairs as neededto prevent pests from getting intobuildings.

w Remove food and water. reviewsanitation practices. sanitation includeswaste disposal and kitchen cleaning.repair leaking pipes and eliminatestanding water wherever possible.

w Remove shelter. Clutter offers shelter formany pests, especially rodents, spiders andcockroaches. organize clutter andeliminate cardboard. use lidded plasticbins instead, particularly in food areas.seal openings such as gaps commonlybetween equipment and floors.

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25

I M P l e M e n t I n g I P M I n y o u r e C e P r o g r a M

xGet names and contact information for anyoutside contractors the program uses, such asgarbage disposal, building maintenance or pestmanagement professionals.

y If your program requires the services of a PMP,hire one that has IPM experience and is familiarwith state requirements. u PMPs can help maintain a pest-free, pesticide-

free facility (see How to Hire a PestManagement Professional on page 27 formore information on interviewing PMPs).

z If you have a pest problem, inspect buildingsand grounds for sources of infestations andcontributing conditions.u staff should know how to look for and remove

conditions that increase pest problems.

u your PMP or IPM coordinator will inspectregularly and record evidence of infestationsand conditions that contribute to your pestproblem.

u follow up on inspection results by fixingconditions that could lead to pest problemssuch as sealing pest entry points, reducingclutter, improving sanitation and makingrepairs.

{ Establish pest monitoring procedures.u regularly carry out all inspections identified in

your pest management plan.

u When needed, place (or ensure that PMPplaces) monitoring traps in appropriate areaswhere children and pets cannot find them.

u staff should be instructed not to move orthrow away the traps.

u Maintenance staff or the IPM Coordinatorshould monitor traps regularly.

u report pest sightings to the IPM Coordinator.

u track your program’s response to pestsightings–when, where and how often.

| Identify any pests found.

} Create an IPM Action Plan for each pest youfind in your environment.Spraying pesticides rarely eliminates pests and isn’ta part of an IPM approach except as a last resortwhen all other strategies haven’t been effective.

u Management strategies may include improvedsanitation, sealing cracks and moisture leaks,nonchemical management and, if pests are stillpresent, pesticide baits.

u the action plan should state how you willprevent invasions, how you will detectproblems and how you will manage them ifthey occur. you should have a plan for eachpest in your environment (see Sample ActionPlan for Cockroaches on page 26). for help inmaking your action plans, see the Health andSafety Notes for individual pests. Byestablishing an action plan for each pest, you’llresist the urge to spray and respond in a safer,more environmentally healthy manner. youmay also be able to demonstrate to yourlicensing analyst that you are in compliancewith child care health requirements.

AN EXAMPLE OF AN ACTION PLAN FOR GERMAN COCKROACHES

LOCATION/SITUATION WHEN TO TAKE ACTION NONPESTICIDE PRACTICES LEAST HARMFUL LAST RESORTPESTICIDE

Food Preparation Areasu Caulk and seal potential

hiding places aroundwater and food prepsites.

u Keep all food cleaned upor in sealed containers.

u Clean on a schedule, including less accessible areas.

u use sticky traps tomonitor populations.

u use a HePa vacuum to remove heavyinfestations before treatment.

Cockroaches breed veryfast! If you see onecockroach there areprobably more and youshould start baiting andmonitoring efforts. If there are manycockroaches, consider acomplete review of sanitation efforts andpossibly a more aggressivetreatment strategy.

Containerizedbaits, or gel baitsapplied to cracksand inaccessiblevoid areas.

Insect growthregulatorsprays appliedto areas wherecockroachesare hiding.Boric aciddusts appliedto dry,inaccessibleareas behindwalls.

I M P l e M e n t I n g I P M I n y o u r e C e P r o g r a M

ut Establish record keeping. Keep the following records:ua registry of all parents and staff who need

to be notified of pesticide applications and aprotocol for how they are to be notified.

uInspection reports of the facility (if eCe staffmembers are doing inspections, use the IPMChecklist in the Toolkit).

uPest Monitoring log (see page 35).

urecords of all pesticides used in the facility.

u IPM recommendations and service reportsfrom the PMP.

uMaterial safety data sheets (Msds) for allpesticides used inside the facility.

uWork orders for fixing maintenanceproblems that contributed to pest problems.

uu Set up a filing system for all the paperworkyou will generate and keep it in aconvenient location.

uv Set up an IPM area in your facility whereyou can:

uprovide information on IPM that staffmembers can access at their leisure.

upost important reminders and communicatewith staff when there is a pest problem or anIPM issue such as a housekeeping problem.

uw Evaluate the program on a regular basis.

uWork with the program’s staff and parentsto improve understanding of IPM andidentify areas for improvement of the IPMprogram.

ureview the effectiveness of your trackingsystem.

ux Remember that implementing an IPM program is an ongoing process, and requires attention and consistency.

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27


HOW TO HIRE A PEST MANAGEMENT PROFESSIONAL [PMP] WHO DOES IPM

a PMP can help your eCe program implement an effective IPM program. find out if the PMP you hire isknowledgeable about IPM practices. Many PMPs have not had the training or experience required to practice IPMeffectively. Below are some questions that can help guide you as you look for a pest control company that canpartner with you in starting your IPM program.

u Identify a PMP with experience in ECEfacilities. ask colleagues for the names of PMPs whopractice IPM and have experience in eCe.Consider hiring only PMPs who have beencertified by ecowise, green shield Certified orgreenPro. see Resources on page 30 for theirwebsites.

v Call a few PMPs and ask specifically if theypractice IPM.

wAsk what services are included in the PMP’s IPM approach.services should include:u a thorough inspection of the facility, indoors

and outdoors

u written recommendations that show ways toprevent pests from entering the facility, orhow to exclude pests that have become aproblem

u periodic monitoring

u use of traps or least-toxic pesticides whenprevention has failed

u written service reports

x Confirm that the PMP understands whichservices require an ECE director’s explicitpermission (i.e., application of any pesticides).

yAsk whether they use indoor or outdoor spraysas part of their IPM services. routine sprayingof pesticides is not part of IPM, except, with yourpermission, in an emergency situation. somePMPs assume their customers want routinespraying, so make sure your PMP knows you don’twant them to spray.

zAsk about the qualifications, experience andtraining of anyone who will work on your site.all personnel should be trained in IPM practicesand must be licensed as PMPs by the state of newHampshire. Call nH dPC to verify whether acompany or an individual has a license issued bynH dPC.

{Ask for references from the PMP’s otherclients.

|Ways to know if your PMP is NOT using IPM.He/she:

u does not carry a flashlight.

u is not responsive or communicative.

u does not use monitoring traps or does notcheck them.

u sprays routinely on a regular schedule,whether there are pests present or not.

u does not ask youwhere you haveseen pests.

u does not includeregular inspectionsand monitoring aspart of the service.

u does not include recommendations forpreventive practices such as sealing orsanitation as part of the services. (It is best ifthey can help provide some of these services as well.)


GLOSSARY

FIFRA = Federal Insecticide, Fungicide, and Rodenticide Act

IPM = Integrated Pest Management

MSDS = Material Safety Data Sheet

NH DAMF = New Hampshire Department of Agriculture,

Markets and Food

NH DPC = New Hampshire Division of Pesticide Control

PCO = Pest Control Operator

PMP = Pest Management Professional

U.S. EPA = United States Environmental Protection Agency

Active ingredient. the ingredient in a pesticide product thatkills the pest. some products contain two or more activeingredients.

Allergen. a substance, such as cockroach droppings or petdander, that can cause an allergic reaction. When the immunesystems of sensitive individuals recognize these substances asforeign or dangerous, they may have an allergic reaction.

Allergic reaction. an overreaction of the body's defense orimmune system to an allergen. allergic reactions can includehives, breathing difficulties, sneezing, itchy and watery eyes,rapid loss of blood pressure or loss of consciousness.

Acute toxicity. see Toxicity on page 29.

Antimicrobial pesticide. a pesticide used to kill microbial pestssuch as viruses, bacteria, algae and protozoa. antimicrobialsare used to disinfect or sanitize. fungicides are pesticides thattarget fungal diseases of plants.

Asthma trigger. allergens and irritants that can initiate anasthma attack. triggers include pollen, mold, house dust mitesand cockroach particles.

Beneficial organism. a living thing that provides benefits tohumans—for example, an insect that reduces pests by feedingon them (otherwise known as a predator). a ladybeetlereduces pests by feeding on them. Honeybees are alsobeneficial because they provide honey and help pollinatefoods that we eat.

Broadcast. to broadcast a pesticide is to cover a large areawith sprays or granules. spot spraying is a more restrictiveway to apply a pesticide than broadcast spraying.

Chronic toxicity. see Toxicity page 29.

Endocrine disruption. Changes or disruption of the endocrinesystem of humans and wildlife caused by certain chemicals.endocrine disruptors are chemicals that disrupt the endocrinesystem of humans and wildlife.

Exempt pesticides by U.S. EPA. under the federal Insecticide,fungicide, and rodenticide act [FIFRA] section 25(b), the u.s.ePa exempts pesticides from registration if they containcertain active ingredients. these are primarily food-gradematerials such as mint oil, clove oil and sodium lauryl sulfate(derived from coconut and commonly found in shampoos anddetergent). types include: bait stations and sticky traps.

Exposure. Contact with a substance through different routessuch as the skin or eyes, inhalation or swallowing.

FIFRA. the federal Insecticide, fungicide, and rodenticide actis administered by the u.s. ePa and a corresponding agency ineach state. fIfra is the framework from which pesticides areregulated nationally and in every state.

Hardware cloth. stiff metal screening often used to seal housevents. It resembles chicken wire, except that the holes ofhardware cloth are smaller and square, and the wire used is athicker gauge.

Illegal pesticide. a pesticide that’s not registered in newHampshire. It’s best to purchase pesticide products in stores,not at flea markets or on the Internet. avoid using a pesticidethat’s been stored for a long time. It may have lost itsregistration, meaning that it’s now illegal to use.

Inert ingredient. an ingredient in a pesticide product that doesnot contribute to killing the pest. Inert ingredients can includewater, clay and solvents.

Infestation. the presence of pests such as rodents orcockroaches. sometimes the pests themselves cannot be seen,but you’ll notice the damage they cause (e.g., gnawing) orevidence they’ve left (e.g., droppings).

High Efficiency Particulate Air (HEPA) vacuum cleaner. a specialvacuum cleaner that can remove very small particles fromfloors, window sills and carpets.

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g l o s s a r y

Life cycle. the different stages of growth and development of aliving organism. Individual life stages may be spent in differentenvironments or feeding on different resources. for example,immature mosquitoes live in water and feed on bacteria andalgae, while adult female mosquitoes fly around looking forblood. Knowing this about mosquitoes can help you focus onmanaging the immatures so very few of them develop intoadults. understanding the life cycle of a pest will help youdevelop an effective management strategy.

Material safety data sheet (MSDS). a form that containsinformation about the properties of a particular substance,intended to provide workers and emergency personnel withways to handle or work with that substance in a safe manner.the Msds includes information on the substance’s healtheffects, toxicity, first aid, storage, disposal, protectiveequipment and how to handle accidental spills. theoccupational safety and Health administration (osHa)requires that the Msds for any potentially harmful substancehandled in the workplace must be available to employees.

Microfiber. a fine synthetic fiber woven into cleaning clothsand lightweight mops that are ultra absorbent and use lesscleaning solution. Microfibers have a positive charge. dust,dirt and microbes are not only attracted to the microfiber’spositive charge, but are held tightly and not redistributedaround the room.

Monitoring. Checking the status of a pest infestation on aregular basis, often done with sticky traps. for example, youmight monitor a cockroach infestation with special stickytraps for roaches and look at them every few days.

you can then note numbers and whether you’re catchingimmature roaches (see page 35 for a sample Pest MonitoringLog). as an essential part of IPM, monitoring helps you knowwhen to treat or whether you should treat at all.

Neurotoxic. Poisonous to the brain, nerves or nerve tissue.

Pest Management Professional (PMP). the people formerlyknown as exterminators. for several years they’ve gone by thetitle of Pest Control operator or PCo, and many still use thatname. More recently there’s been a national trend to changethe job title to Pest Management Professional.

Pesticide resistance. When pests survive exposure to apesticide, they may pass this ability on to their offspring. overtime, pests often become resistant to a pesticide and differentpesticides must be substituted to kill the pest.

Registered pesticide. Pesticide products are thoroughlyreviewed by the federal government (u.s. ePa) before beingsold or used.

Risk. a combination of how toxic (poisonous) a substance isand one’s exposure to it. (risk = toxicity x exposure.) exposureto a pesticide usually depends on its placement and how likelyit is to cling to surfaces or evaporate.

Toxicity. the quality or degree of being poisonous. yourreaction to a toxic substance depends on the dose of the toxin,and your exposure and susceptibility (sensitivity). When asubstance has acute toxicity, it causes harmful effects within ashort period following a dose or exposure, usually 96 hours orless. effects include sudden eye irritation, breathing problems,stomach pains and rashes. With chronic toxicity, the effects aredelayed, possibly for years. examples include birth defects,cancer and hormonal disruption. allergic effects (see Allergic

reaction page 28) are sometimes considered a separatecategory, and they include asthma, lung irritation and rashes.

Trade name. a product name. there are many types ofpesticides that manage specific pests. each pesticide can havedifferent trade, or product, names.

29

Mosquito

EggsPupa

Larva

Mosquitoes take about seven days to complete their l i fecyc le . The f i r s t three s tages , eggs , l a rva , and pupa, areaquat ic . Therefore , the best way to prevent mosquitobreeding i s to remove s tagnant water .

California Childcare Health Programwww.ucsfchildcarehealth.org

u Fact Sheets for Families:www.ucsfchildcarehealth.org/html/pandr/factsheetsmain.htm

u Health and Safety Notes:www.ucsfchildcarehealth.org/html/pandr/hsnotesmain.htm

u Forms:www.ucsfchildcarehealth.org/html/pandr/formsmain.htm

u Training Curricula:www.ucsfchildcarehealth.org/html/pandr/trainingcurrmain.htm

California Department of Pesticide Regulation ChildcareIPM: Growing Up Greenwww.cdpr.ca.gov/schoolipm/childcare

California Department of Pesticide Regulation. PestPrevention: Maintenance Practice and Facility Designhttp://apps.cdpr.ca.gov/schoolipm/managing_pests/71_pest_

prevention.cfm

Ecologowww.ecologo.org

Ecowisewww.ecowise.com

EPA, Design for the Environmentwww.epa.gov/dfe

EPA, Integrated Pest Management for Schools: A How-to Manualwww.epa.gov/opp00001/ipm/schoolipm

eXtension: Pest Management In and Around Structureswww.extension.org/urban%20integrated%20pest%20management

Green Sealwww.greenseal.org

Green Shield Certifiedwww.greenshieldcertified.org

GreenProwww.certifiedgreenpro.org

IPM Institute of North America, Inc.www.ipminstitute.org

Maryland Department of Agriculture, Action Thresholds inSchool IPM Programs. Pesticide Regulation Section,Annapolis, MD.http://schoolipm.ifas.ufl.edu/tp.htm

National Pesticide Information Centerhttp://npic.orst.edu

National Pest Management Association (NPMA)www.pestworld.org

New Hampshire Division of Pesticide Controlwww.nh.gov/agric/divisions/pesticide_control/index.htm

Our Water, Our Worldwww.ourwaterourworld.org

The Safer Pest Control Projectwww.spcpweb.org

University of California Statewide Integrated PestManagement Programwww.ipm.ucdavis.edu

US Pest Control Regulatory Agencies by Statewww.pestnetwork.com/usagencies/bystate.html


RESOURCES

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31


APPENDICES

FORMS

u sample IPM policy for eCe programs

u sample letter to parents and staff re: notificationof planned pesticide use

LIST OF TOOLKIT’S COMPLEMENTARY MATERIALS

u Health and Safety Notesthe following Health and Safety Notes onindividual pests can be found online at:www.ucsfchildcarehealth.org/html/pandr/hsnotesmain.htm

w IPM for ants

w IPM for Cockroaches

w IPM for Head lice

w IPM for Molds and Mildew

w IPM for Mosquitoes

w IPM for rodents

w green Cleaning in Child Care

w sanitizing safely and effectively

w IPM for slugs and snails

w IPM for spiders

w IPM for yellowjackets

u sample warning signs to be displayed on property

u sample Pest Monitoring log

u Fact Sheets for Familiesthe following Fact Sheets for Families can be found online at: www.ucsfchildcarehealth.org/html/pandr/factsheetsmain.htm

w IPM for ants

w IPM for Headlice

u IPM Checklist for Early Care and EducationPrograms


SAMPLE IPM POLICY FOR ECE PROGRAMS

[ n a M e o f P r o g r a M ] [ d a t e ]

Purpose

this policy supports the use of an integrated pestmanagement (IPM) approach in our eCe Program.

Policy

[naMe of PrograM], will implement and practiceIPM to manage pests in the buildings and grounds tominimize the exposure of children and staff topesticides. the new Hampshire division of PesticideControl encourages licensed eCe centers to practiceIPM In accordance with new Hampshire Child Careenvironment rules: the child care program will:

u Notify parents and staff in writing at least 2 daysprior to the pesticide application, except inemergencies where pests pose an immediatethreat to children; and

u Document the date, time and type of pesticideused for each time a pesticide is used.

Please also note that

u Pesticides shall not be used on the premiseswhile children are present and any treatedindoor area must be aired out permanufacturers’ instructions prior to allowingchildren to return to that area.

Pests

our IPM policy is to actively work at reducing thepresence of harmful pests in the facility. Pests canpose hazards to human health and the environmentand damage property.

Pesticides

our IPM policy is to minimize potential exposure ofchildren, staff and visitors to pesticides in ourenvironment. exposure to pesticides can pose ahealth risk to children, staff, and others. regularlyscheduled applications of harmful pesticides are notpermitted under this IPM policy.

Integrated Pest Management (IPM) Program

our IPM program will include the following:

u regular monitoring to identify pest problems.

u Preventive actions to reduce future pest problems.

u Preference for the use of nonchemicalmanagement practices to address pest problems.

u When necessary, use of least-hazardous pesticidesafter nonchemical management practices havefailed.

u training for staff and parents on IPM practices.

u designating an IPM Coordinator for our site whowill be responsible for overseeing theimplementation of IPM practices.

u assess the eCe center’s environment using the IPMChecklist annually.

Pest Management Professionals (PMP)

any PMP hired to provide pest management or otherservices must comply with this IPM program andnotification policy and be knowledgeable about IPMpractices. PMPs must refrain from routine pesticidespraying, provide detailed service reports with eachvisit and give recommendations for pest prevention.

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SAMPLE LETTERTO PARENTS AND STAFF RE: NOTIFICATION OF PLANNED PESTICIDE USE

dear Parent or guardian of [Insert CHIld’s naMe],

the new Hampshire Child Care environment rulesrequire child care programs to notify parents and staff in writing

at least 2 days prior to pesticide application, except in emergencies where pests pose an immediate threat to

children. We want to notify you that the following pesticide(s) is (are) scheduled for use at your child’s program on

[Insert date]

Name of Pesticide Product Active Ingredient(s)

1

2

3

4

5

If you have any questions, please contact [eCe Center IPM CoordInator,__________________________]at [PHone___________________________].

sincerely,

[PosItIon at eCe Center]

[naMe of eCe Center]

[ContaCt PHone nuMBer and eMaIl]

[date]

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WARNING

Pesticide Treated Area

Name of Pesticide Product(s) Manufacturer & Registration Number Application Date Treated Areas & Reason Why

Child Care Center Name:

For More Information Ask For:

Do not play on the treated area. Wash your hands and exposed skin if you touch the treated area.

NAME TITLE

34

DATE

AND TIM

EPES

T SE

EN AND N

UMBER

PER

SON W

HO SAW PES

TLO

CATION

(ROOM #)

REC

OMMEN

DED

ACTIONS

DATE

ACTIONS

COMPLE

TED

35


SAMPLE PEST MONITORING LOG

INTEGRATED PEST MANAGEMENT:A CURRICULUM FOR EARLY CARE AND EDUCATION PROGRAMS

integrated pest management - welcome | nh … · this integrated pest management curriculum was...

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