Pest Control in the School

Environment:

Adopting Integrated Pest Management

United States

Environmental Protection

Agency 

Office of Pesticide Programs

(H7506C)

EPA 735-F-93-012

August 1993

Recycled/Recyclable

Printed with Soy/Canola Ink on Paper that

contains at least 50% recycled fiber
 As a mother, I understand the importance of a healthy school environment in which 

to educate our children. As an environmentalist, I understand the need to eliminate 

the unnecessary use of any toxic chemical. The use of integrated pest management 

(IPM) in and around school buildings addresses both of these concerns while preparing our children to become tomorrow’s environmental stewards. This booklet will 

provide you with a general understanding of IPM principles, so that you may make an 

informed decision about pest control in your neighborhood schools. As EPA’s 

Administrator, I encourage all schools to reduce the use of pesticides by adopting 

integrated pest management.

Carol Browner

Administrator

Environmental Protection Agency
Pest Control in the School

Environment:

Adopting Integrated Pest Management
i

Table of Contents

Acknowledgements..................................................................................................... ii

Can Children’s Exposure to Pesticides be Reduced 

in the School Environment?........................................................................................ 1

What is Integrated Pest Management?....................................................................... 2

Establishing an IPM Program for Schools.................................................................. 4

Developing an Official Policy Statement for School Pest Management......................... 6

Designating Pest Management Roles............................................................................. 9

Setting Pest Management Objective for Sites.............................................................. 15

Inspecting, Identifying, and Monitoring...................................................................... 16

Setting Action Thresholds........................................................................................... 18

Apply IPM Strategies..................................................................................................... 19

Evaluating Results and Record Keeping...................................................................... 36

Evaluating the Costs................................................................................................... 38

Potential Added Costs................................................................................................... 38

Procurement................................................................................................................. 40

“In-House” or Contracted Services............................................................................... 41

For More Information.................................................................................................. 43
ii

Important and sensitive issues are

involved in adopting integrated pest

management in schools, and a diverse

group of individuals was sought to help

the U.S. Environmental Protection

Agency (EPA) develop this booklet.

Special appreciation is expressed to the

following people for their assistance.

Please note, however, that the organizations with which these individuals are

affiliated do not necessarily endorse all

views expressed in this document.

Allen C. Abend

Maryland State Department of

Education

Anne W. Bloom and

Nancy B. Watzman

Public Citizen

Susan J. Cooper

National Coalition

Against the Misuse of Pesticides

Bonny l. Dodson

National Pest Control Association

William Forbes

Montgomery County [Maryland]

Public Schools

Nancy Thorndike Greenspan

Parent

M. Shaheed Khan, Ph.D.

University of the District of Columbia

Extension Service

Glenn H. Laycock

Residex Corporation

Michael R. Pontti

Georgetown University

Facilities Management

Landscape Department

Josie Scholz

Parent

Acknowledgements
1

The public’s concerns about health and 

environmental risks associated with 

chemicals are increasing, particularly 

when children are involved. As the 

public becomes more aware of the health 

and environmental risks pesticides may 

pose, its interest in seeking the use of 

equally effective alternative pest control 

methods increases. School administrators and other persons who have pest 

control decision-making responsibilities 

for school buildings and grounds should 

become aware of the pest control options 

available to them. It is in everyone’s best 

interest to reduce exposure to potentially 

harmful chemicals.

The Environmental Protection Agency 

(EPA) has prepared this booklet to 

acquaint readers with Integrated Pest 

Management (IPM), a pest control 

method that may be an alternative to 

scheduled spraying of pesticides. Schools 

across the nation that have adopted such 

programs report successful, cost-effective 

conversion to IPM. IPM can reduce the 

use of chemicals and provide economical 

and effective pest suppression.

This information has been developed 

to encourage and assist school officials 

in examining and improving their pest 

management practices. It identifies ways 

to reduce dependence on pesticides in 

school buildings and landscapes and 

discusses alternative methods for managing pests commonly found in schools. 

School officials are not, however, required by law to adopt the practices 

recommended in this booklet.

All information provided in this booklet 

may be reproduced and can be shared 

with anyone interested in an IPM program.

Can Children’s Exposure to Pesticides be 

Reduced in the School Environment?

IPM and Your School

IPM can reduce the

use of chemicals and

provide economical

and effective pest

suppression.
2

IPM is an effective and environmentally 

sensitive approach to pest management 

that relies on a combination of commonsense practices. IPM programs use 

current, comprehensive information on 

the life cycles of pests and their interactions with the environment. This information, in combination with available 

pest control methods, is used to manage 

pest damage by the most economical 

means, and with the least possible hazard 

to people, property, and the environment. IPM programs take advantage of 

all pest management options possibly 

including, but not limited to, the judicious use of pesticides.

Understanding pest needs is essential 

to implementing IPM effectively. Pests 

seek habitats that provide basic needs 

such as air, moisture, food, and shelter. Pest populations can be prevented 

or controlled by creating inhospitable 

environments, by removing some of the 

basic elements pests need to survive, 

or by simply blocking their access into 

buildings. Pests may also be managed by 

other methods such as traps, vacuums, 

or pesticides. An understanding of what 

pests need in order to survive is essential 

before action is taken.

What is Integrated Pest Management?

IPM programs use

current, comprehensive

information on the

lifecycles of pests and

their interactions with

the environment.
3

Pests seek habitats

which provide basic

needs such as air,

moisture, food, and

shelter
4

An efficient IPM

program can be integrated with the

school’s existing pest

management plan and

other school manage

ment activities.

Establishing an IPM Program for Schools

An efficient IPM program can be integrated with the school’s existing pest 

management plan and other school 

management activities. School management activities such as preventive maintenance, janitorial practices, landscaping, 

occupant education, and staff training 

are all part of an IPM program. The 

following steps are required to develop 

an IPM decision network:

Develop an official IPM policy 

statement. This useful first step in 

making the transition from a conventional pesticide program to an IPM 

program goes beyond simply stating 

a commitment to support and implement an IPM approach. It acts as a 

guide for the pest manager to use in 

developing a specific IPM program.

Designate pest management roles for 

occupants, pest management personnel, and key-decision-makers; assure 

good communications among them; 

and educate or train the people 

involved in their respective roles.

Step 1:

Step 2:
5

Apply IPM strategies to

control pests.

Set pest management objectives 

for the site(s). For every site, pest 

management objectives will differ. 

The type of pest management sought 

should be outlined.

Inspect site(s) and identify and 

monitor pest populations for 

potential problems.

Set action thresholds. These are the 

levels of pest populations or site environmental conditions that require 

remedial action.

 Apply IPM strategies to control 

pests. These include redesigning 

and repairing structures, improving 

sanitation, employing pest-resistant 

plant varieties, establishing watering 

and mowing practices, and applying 

pesticides judiciously.

Evaluate results to determine if pest 

management objectives are reached, 

and keep written records of all aspects of the program.

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:
6

A policy statement for school pest

management should state the intent of

the school administration to implement 

an IPM program. It should briefly provide

guidance on what specifically is 

expected--the incorporation of existing 

services into an IPM program and the 

education and involvement of students, 

staff, and pest manager. The model policy

assessment in figure 1 is provided as 

an example and may be modified in any 

way by schools to reflect site-specific 

needs or intent. Figure 1

Model Policy Statement

School Pest Management

 Policy Statement

Structural and landscape pests can 

pose significant problems to people, 

property, and the environment. 

Pesticides can also pose risks to people,

property, and the environment. It is 

therefore the policy of this School 

District to incorporate Integrated Pest 

Management (IPM) procedures for 

control of structural and landscape 

pests.

Pests

Pests are populations of living organisms (animals, plants, or microorganisms) that interfere with use of 

the school site for human purposes. 

Strategies for managing pest populations will be influenced by the pest 

species and whether that species poses 

a threat to people, property, or the 

environment.

Pest Management

Approved pest management plans 

should be developed for the site and 

should include any proposed pest 

management measures.

Pests will be managed to:

•	 Reduce any potential human 

health hazard or to protect against 

a significant threat to public safety.

•	 Prevent loss of or damage to school 

structures or property.

•	 Prevent pests from spreading into the

community, or to plant and animal 

populations beyond the site.

•	 Enhance the quality of life for 

students, staff, and others.

Integrated Pest Management Procedures

IPM procedures will determine when to

control pests and whether to use 

mechanical, physical, chemical, cultural,

or biological means. IPM practitioners

depend on current, comprehensive 

information on the pest and its environment and the best available pest control

Step 1

Developing an Official Policy Statement for School Pest Management
7

School Pest Management Policy Statement (Continued)

methods. Applying IPM principles 

prevents unacceptable levels of pest 

activity and damage by the most 

economical means and with the least 

possible hazard to people, property, and 

the environment.

The choice of using a pesticide will be 

based on a review of all other available 

options and a determination that these 

options are not acceptable or are not 

feasible. Cost or staffing considerations 

alone will not be adequate justification 

for use of chemical control agents, and 

selected non-chemical pest management 

methods will be implemented whenever 

possible to provide the desired control. 

It is the policy of this School District to 

utilize IPM principles to manage pest 

populations adequately. The full range 

of alternatives, including no action, will 

be considered.

When it is determined that a pesticide 

must be used in order to meet important 

management goals, the least hazardous* 

material will be chosen. The application 

of pesticides is subject to the Federal 

Insecticide, Fungicide and Rodenticide 

Act (7 United States Code 136 et seq.), 

School District policies and procedures, 

Environmental Protection Agency 

regulations in 40 Code of Federal 

Regulations, Occupational Safety and 

Health Administration regulations, and 

state and local regulations.

Education

Staff, students, pest managers, and the 

public will be educated about potential 

school pest problems and the IPM 

policies and procedures to be used to 

achieve the desired pest management 

objectives.

Record Keeping

Records of pesticide use shall be 

maintained on site to meet the 

requirements of the state regulatory 

agency and School Board. Records must 

be current and accurate if IPM is to 

work. In addition, pest surveillance data 

sheets that record the number of pests 

or other indicators of pest populations 

are to be maintained to verify the need 

for treatments.

Notification

This School District takes the 

responsibility to notify the school staff 

and students of upcoming pesticide 

treatments. Notices will be posted 

in designated areas at school and 

sent home to parents who whish to 

be informed in advance of pesticide 

applications.

Pesticide Storage and Purchase

Pesticide purchases will be limited to 

the amount authorized for use during 

the year. Pesticides will be stored and 

disposed of in accordance with the 

EPA-registered label directions and state 

regulations. Pesticide must be stored in 

an appropriate, secure site not accessible 

to students or unauthorized personnel.

Pesticide Applicators

Pesticide applicators must be educated 

and trained in the principles and 

practices of IPM and the use of 

pesticides approved by this School 

District, and they must follow regulations 

and label precautions. Applicators 

should be certified and comply with 

this School District IPM policy and Pest 

Management Plan.

* Precautionary statements are required 

on all pesticide labels. Signal words 

indicate the level of acute toxicity, the 

hazard to humans posed by the pesticide 

product. Every label bears the child 

hazard warning: Keep Out of Reach of 

Children.
8

Notices will be posted

in designated areas at

school and sent home

to parents who wish to

be informed of

upcoming pesticide

applications. 
9

Occupants are concerned about the safety

of the pest control

methods used, about 

their effectiveness, and

about possible adverse

effects.

The concepts and methods of IPM were 

developed originally in agricultural 

settings. Later, it was found that IPM had 

great value in school pest management as 

well. The interactions of the people 

involved in a school pest management 

system are the key to the success or 

failure of the program. When the 

respective roles of all the people in the 

pest management system are identified 

and agreed upon, and when these people 

communicate well with each other, 

effective and less expensive protection of 

the site and the people can be achieved 

with fewer risks.

In successful urban pest management 

systems, people function effectively as 

occupants, pest managers, or decisionmakers, gaining the information they 

need, giving the information that others 

need, cooperating with each other, and 

meeting their special responsibilities to 

achieve the unique pest management 

objectives of the site. These functions 

and responsibilities are identified below 

and should be outlined in the school’s 

pest management plan.

Students and Staff —

The Occupants

Occupants are concerned about the 

safety of the pest control methods used, 

about their effectiveness, and about 

possible adverse effects. School staff, 

students, and their parents should receive 

information addressing these concerns 

and their roles in the school’s pest 

management system.

The most important responsibility of the 

students and staff is sanitation. Much of 

the prevention and reduction of pest 

infestation at the school site depends on 

whether or not students and staff clean 

up food leftovers, food in lockers, gum

Step 2

Designating Pest Management Roles
10

Prevention and reduction of pest infestation

at the school site

depends on whether or 

not students and staff

clean up leftovers,

food in lockers, gum

under desks, paper,

clutter, etc. 
11

Parents have the most

responsibility for their

children, and they are

their children’s natural 

advovates.

under desks, paper clutter, etc., or 

perform proper maintenance. In addition, because people at the school site 

may observe the presence of pests, they 

should report any evidence of pest 

activity.

Other actions may be required of students and staff or undertaken by them, 

depending on their interest in the site 

and the pest management system. The 

more occupants “buy in” to this, the 

better the pest management system 

will work.

Parents’ Special Roles

Parents have the most responsibility for 

their children, and they are their 

children’s natural advocates. Thus, 

parents can bring the need to reduce 

dependence on pesticides to the attention of school personnel, and they can 

assist greatly in the transition to an 

IPM program.

Parents’ first school pest management 

responsibility is to learn about IPM 

practices and follow them at home so that 

pests are not carried to school in notebooks, lunch boxes, clothing, or the children’s hair. Second, parents should be 

aware of the current pest management 

practices in their children’s schools. The 

schools should welcome questions by the 

parents and encourage the parents to 

seek information. Visible interest and 

concern on the parents’ part is a valuable

resource and stimulus for the implementation of a school IPM program. Parents 

may express their views to the school 

superintendent, School Board, school 

district management, and the school’s 

Parent Teacher Associations (PTA). 

Parents may participate on IPM advisory 

or oversight committees with school and 

government management.

The Pest Manager

In a pest management system, the pest 

manager is the person who observes and 

evaluates the site, or directs others to do 

so, and decides what needs to be done to 

achieve the site pest management
12

objectives. The pest manager could be the 

school principal, the custodian, a desig-

nated faculty member or an individual 

under contract to the school system. The 

pest manager designs a pest management 

system that takes into account potential 

liability, applicator and occupant safety, 

costs, effectiveness, time required, and 

customer or occupant satisfaction.

The pest manager draws on knowledge 

gained through prior training and uses 

information on the site, the pest and its 

biology, occupant health and concerns, 

appropriate control measures, and 

expected results. The pest manager also 

performs the necessary pest management 

actions or directs others in the actions to 

be taken.

Because the pest manager usually has 

the responsibility of keeping both the 

occupants and school administrators 

informed, he or she has the greatest need 

for available information about the site, 

pest, and appropriate pest management 

methods.

The system for the site must achieve the 

goals within the limitations posed by 

safety, time, money, and available materials. Pest managers monitor the site 

and the pest population to determine 

if actions taken are successful and must 

keep accurate records of the amount and 

location of any pesticides used and dates 

of each application.

Decision-Makers

Generally, persons who authorize the pest 

management program and control the 

money for pest management are people 

involved in the direct management or 

administration of the school or schools, 

such as a superintendent or assistant 

superintendent of schools. However, a 

person indirectly involved with the site 

may become a pest management decision-maker, e.g., the health department 

inspector. On other occasions, the 

purchasing agent or contracting officer 

for a school system or district may be a 

major decision-maker for a school site.
13

For decision-makers, concerns about 

costs, liability, time expended, method 

effectiveness, safety, and customer or 

occupant satisfaction are foremost. 

These decision-makers also determine if 

the pest manager is performing at an 

acceptable level and if the pest management objectives are being met. Among 

other methods, this assessment can be 

done by monitoring complaints from the 

occupants, by observing the site environment, or by a combination of both. 

Decision-makers must also provide the 

necessary level of financial commitment 

for any IPM program to succeed.

A great deal of understanding, cooperation, and commitment from everyone in 

the system--students and parents, school 

staff, managers, administrators, and the 

public--is needed in order for an IPM 

program to succeed.

Educating IPM Participants

A school IPM program should include a 

commitment to the education of 

students, staff, and parents. This education should include not only the teachers, 

but also school nurses, cafeteria 

employees, and housekeeping and 

administrative personnel as well. All 

occupants must understand the basic 

concepts of IPM and who to contact with 

questions or problems. Specific 

instructions should be provided on what 

to do and what not to do. For example, 

staff should not bring and use pesticides 

on their own on school sites. All 

pesticide products, including those 

purchased at a retail store, should be 

applied only by designated qualified personnel. Educating and training staff 

to function within an IPM context is 

important to the success of an in-house 

IPM program. (Note: More specific 

training is required for the pest manager. 

Universities and State Cooperative

A school IPM program

should include a

commitment to the

education of students, 

staff, and parents.
14

Extension Services have the expertise to 

meet most IPM training needs. Needed 

training materials that are not already 

available can be developed jointly 

between the School District and the 

Extension Service.)

Education is a vital component of pest 

management. Many schools across the 

United States have incorporated environmental issues into their curricula. 

Science classes might include discussions 

and activities to learn more about the 

fascinating and diverse roles of insects, 

plants, rodents, and birds in our world. 

Most are harmless, and many--e.g., some 

spiders, predatory mites, centipedes, and 

certain beetles--are actually beneficial in 

controlling pest populations. If good 

sanitation is practiced, the population of 

these beneficial insects can be kept at 

tolerable levels.

All staff at the school should learn about 

the basic concepts of IPM and how these 

principles are being applied in their 

particular school. Staff and students 

need to understand how their own behavior helps alleviate or contributes to 

pest problems. School staff should 

encourage the Parent Teacher Associations, student organizations, and other 

school-affiliated groups to participate in 

the IPM program.
15

Pest management objectives differ from 

site to site, and these differences must be 

considered before setting action threshold levels. (See Step 5.) For example, for 

an athletic field, the objective would be 

to maintain healthy turf as well as a 

specific type of playing surface. With 

ornamental plants, the objective would 

more likely be to maintain aesthetic 

value. With buildings or other structures, 

the main objective might be controlling

damage caused by termites. Schools 

should outline specific objectives in a 

pest management plan.

Examples of pest management objectives 

include -

(1) Manage pests that may occur on 

 school sites to prevent interference 

 with the learning environment of 

 the students.

(2) Eliminate injury to students, staff, 

 and other occupants.

(3) Preserve the integrity of the school 

 buildings or structures.

(4) Provide the safest playing or athletic 

 surfaces possible.

Step 3

Setting Pest Management Objectives for 

School Buildings and Other Sites
16

Routine inspection and 

accurate certification

of pests are vital steps

in IPM to ensure that

control methods will be 

effective

An IPM program consists of a cycle of 

inspecting, identifying, monitoring, 

evaluating, and choosing the appropriate 

method of control. Routine inspection 

and accurate identification of pests are 

vital steps in IPM to ensure that control 

methods will be effective. Once the pest 

has been identified and the source of its 

activity pinpointed, habitat modifications--primarily, exclusion, repair, and 

sanitation efforts--may greatly reduce the 

prevalence of the pest. Monitoring 

includes inspecting areas for pest evidence, entry points, food, water, and 

harborage sites, and estimating pest 

population levels. The information 

gained through monitoring is evaluated 

to determine whether the action threshold has been exceeded and what can be 

done in the way of prevention.

Step 4

Inspecting, Identifying, and Monitoring
17

Once the pest has been 

identified and the 

source of its activity 

pinpointed, habitat

modifications—Primarily, exclusion, repair,

and sanitation efforts—

may greatly the

prevalence of the pest 
18

 The action threshold is 

set by the pest

manager and the

occupants and should

reflect the pest

management objectives

for the site

An action threshold is the level at which 

action is initiated. It is determined by 

deciding, based on the sensitivities of the 

school occupants, how many pests can be 

tolerated. The action threshold is set by 

the pest manager and the occupants and 

should reflect the pest management 

objective for the site. The presence of 

some pests does not, in itself, necessarily 

require action.

When pest populations exceed pre-set 

action thresholds, action must be taken. 

Precise recommendations or actions to 

achieve specific results are an essential 

part of an IPM program. Specific recommendations, including an explanation of 

the benefits, should be based on the 

evaluation of all available data obtained 

through inspecting, identifying, and 

monitoring.

Step 5

Setting Action Thresholds
19

Pest-prevention measures can be incorporated into existing structures. Such 

preventive measures reduce the need for 

pesticide applications and include 

sanitation and structural repair, employing physical and mechanical controls 

such as screens, traps, weeders, air doors, 

etc. Specific IPM strategies for specific 

school sites are provided below. (Note: 

Every school will experience slightly different combinations of pests.)

IPM Strategies for Indoor Sites

Typical Pests:

Mice, rats, cockroaches, ants, flies, 

wasps, hornets, yellow jackets, spiders, 

microorganisms, termites, carpenter 

ants, and other wood-destroying insects. 

Although beneficial as predators, wasps, 

hornets, yellow jackets, and spiders can 

be troublesome.

Step 6

Applying IPM Strategies

Entryways

Door-ways, overhead doors, windows, 

holes in exterior walls, openings around 

pipes, electrical fixtures, or ducts:

•	Keep doors shut when not in use.

•	 Place weather stripping on doors.

•	Caulk and seal openings in walls.

•	Install or repair screens.

•	Install air curtains. 

•	Keep vegetation, shrubs, and wood 

mulch at least 1 foot away from 

structures.
20

Install or repair 

screens.
21

Classrooms and Offices

Classrooms, laboratories, administrative 

offices, auditoriums, gymnasiums, and 

hallways:

•	 Allow food and beverages only in 

designated areas.

•	If indoor plants are present, keep 

them healthy. When small insect 

infestations appear, remove them 

manually.

•	 Keep areas as dry as possible by 

removing standing water and water 

damaged or wet materials.

•	In the science lab, store animal 

foods in tightly sealed containers 

and regularly clean cages. In all 

areas, remove dust and debris.

•	 Routinely clean lockers and desks.

•	 Frequently vacuum carpeted areas.

•	If students get head lice, consult 

with your local health department 

and have their parents contact a 

physician. Discourage students from 

exchanging hats or caps at school.

Food Preparation and Serving Areas

(dining room, main kitchen, teach-

ers’ lounge, home economics kitchen, 

snack area, vending machines, and 

food storage rooms):

•	 Store food and waste in contain-

ers that are inaccessible to pests. 

Containers must have tight lids and 

be made of plastic, glass, or metal. 

Waste should be removed at the end 

of each day.

•	 Place screens on vents, windows, 

and floor drains to prevent cockroaches and other pests from using 

unscreened ducts or vents as path-

ways.

•	Create inhospitable living condi-

tions for pests by reducing avail-

ability of food and water--remove 

food debris, sweep up all crumbs, fix 

dripping faucets and leaks, and dry 

out wet areas.
22
23

•	Improve cleaning practices, includ-

ing promptly cleaning food preparation equipment after use and 

removing grease accumulation from 

vents, ovens, and stoves. Use caulk 

or paint to seal cracks and crevices.

•	Capture rodents by using mechani-

cal or glue traps. (Note: Place traps 

in areas inaccessible to children. 

Mechanical traps, including glue-

boards, used in rodent control 

must be checked daily. Dispose of 

killed or trapped rodents within 24 

hours.)

Rooms and Areas With Extensive 

Plumbing

(Bathrooms, rooms with sinks, locker 

rooms, dishwasher rooms, home eco-

nomics classrooms, science laboratories, 

swimming pools, and greenhouses):

•	 Promptly repair leaks and correct 

other plumbing problems to deny 

pests access to water.

•	 Routinely clean floor drains, strain-

ers, and grates. Seal pipe chases.

•	 Keep areas dry. Avoid conditions 

that allow formation of condensation.

•	 Areas that never dry out are condu-

cive to molds and fungi. Increasing 

ventilation may be necessary.

•	 Store paper products or cardboard 

boxes away from moist areas and 

direct contact with the floor or the 

walls. This practice also allows for 

ease in inspection.

Maintenance Areas

(Boiler room, mechanical room, 

janitorial-housekeeping areas, and 

pipechases):

•	 After use, promptly clean mops and 

mop buckets; dry mop buckets and 

hang mops vertically on rack above 

floor drain.

•	 Allow eating only in designated 

eating areas.
24

Capture rodents by 

using mechanical or

glue traps 
25

•	Clean trash cans regularly, use 

plastic liners in trash cans, and use 

secure lids.

•	 Keep areas clean and as dry as pos-

sible, and remove debris.

•	 Top of page

IPM Strategies for 

Outdoor Sites

Typical Pests:

Mice and rats. Turf pests--broad-leaf and 

grassy weeds, insects such as beetle grubs or 

sod webworms, diseases such as brown patch, 

and vertebrates such as moles. Ornamental 

plant pests--plant diseases, and insects such 

as thrips, aphids, Japanese beetles, and bag 

worms.

Playgrounds, Parking Lots, Athletic 

Fields, Loading Docks, and Refuse 

Dumpsters:

•	 Regularly clean trash containers 

and gutters and remove all waste, 

especially food and paper debris.

•	 Secure lids on trash containers.

•	 Repair cracks in pavement and 

sidewalks.

•	 Provide adequate drainage away 

from the structure and on the 

grounds.

Turf

(Lawns, athletic fields, and playgrounds):

•	 Maintain healthy turf by selecting a 

mixture of turf types (certified seed, 

sod, or plugs) best adapted for the 

area. Check university or Cooperative Extension service for recommen

-

dations on turf types, management 

practices, or other information.

•	 Raise mowing height for turf to 

enhance its competition with weeds; 

adjust cutting height of mower, 

•	 depending on the grass type; 

•	sharpen mower blades; and vary 

mowing patterns to help reduce soil 

•	 compaction.

•	 Water turf infrequently but suffi-

ciently during early morning hours 

to let turf dry out before nightfall; 

let soil dry slightly between waterings.
26

Secure lids on trash

containers. 
27

•	 Provide good drainage, and periodi-

cally inspect turf for evidence of 

pests or diseases.

•	 Allow grass clippings to remain in 

the turf (use a mulching mower or 

mow often) or compost with other 

organic material.

•	 Have the soil tested to determine 

pH and fertilizer requirements.

•	 Use a dethatcher to remove thatch. 

Do this in early fall or early spring 

when the lawns can recover and 

when overseeding operations are 

likely to be more successful.

•	 Time fertilizer application appropri-

ately, because excessive fertilizer can 

cause additional problems, includ-

ing weed and disease outbreaks. Ap-

ply lime if necessary. Use aeration 

to place soil on top of thatch so that 

microbes from soil can decompose 

thatch.

•	 Seed over existing turf in fall or 

early spring.

•	 Obtain more information on turf 

from EPA’s brochure entitled, 

Healthy Lawn, Healthy Environ-

ment: Caring for Your Lawn in an 

Environmentally Friendly Way

Ornamental Shrubs and Trees

•	 Apply fertilizer and nutrients to 

•	 annuals and perennials during active 

growth and to shrubs and trees 

•	 during dormant season or early in 

the growing season.

•	 If using a fertilizer, use the correct 

one at the suitable time, water 

•	 properly, and reduce compaction.

•	 Prune branches to improve plants 

and prevent access by pests to 

•	 structures.

•	 Use the appropriate pest-resistant 

•	 variety (check with your local 

•	 Cooperative Extension Service), and 

properly prune for growth and 

structure.

•	 Correctly identify the pest in ques-

tion. When in doubt, send several
28

Raise mowing height

for turf to enhance its

competition with 

weeds.
29

•	 specimens to your local Cooperative 

Extension Service. Once the pest is 

identified, recommendations can 

•	 be made.

•	 Use pheromone traps as a timesaving technique for determining 

the presence and activity periods of 

certain pest species. Pheromones 

are chemicals released by various 

organisms as means of communication with others of the same species, 

usually as an aid to mating.

•	 Select replacement plant material 

from among the many diseaseresistant types being developed by 

plant breeders throughout the 

country.

•	Check with your local State Cooperative Extension Service or university 

for information on plant types 

appropriate for your site.

•	 Remove susceptible plants if a plant 

disease recurs and requires too many

resources, such as time, energy, 

•	 personnel, or money. Some ornamental plants, trees, and turf are 

so susceptible to plant diseases that 

efforts to keep them healthy may be 

futile.

Applying Pesticides 

Judiciously

Many different kinds of pesticides are 

currently available for use against urban 

and structural pests. An appropriate ap-

plication uses the least toxic and most 

effective and efficient technique and 

material. Due to their potentially toxic 

nature, these materials should be applied

by qualified applicators in a manner to 

ensure maximum efficiency, with minimal

hazard. Pesticides should be applied only 

when occupants are not present in areas 

where they may be exposed to materials 

applied.

Although EPA registers pesticides for use 

within the United States, the fact that a 

particular product is registered does not 

mean that it is “safe” under all conditions
30

Use pheromone traps

as a time-saving

technique for

determining the

presence and activity

periods of certain past

species. 
31

Check for state recommendations and

requirements for

pesticide storage.t

of use. All pesticides used in the U.S. 

must be EPA registered, and the registration number must be listed on the label. 

Read and follow the pesticide label directions, know how to apply and handle 

these chemicals, and try to minimize the 

exposure to children, adults, and other 

non-target species.

The following general recommendations 

should minimize exposure to people and

other non-target species when the application of pesticides is being 

considered:

•	 Read and follow all label instructions.

•	 Choose a pesticide that is labeled for 

the specific site, intended for the 

pest you are trying to control, and as 

target specific as possible, rather 

than broad spectrum.

•	 Use a spot-treatment method of 

application when pesticide treatments are required. Treat only the 

obviously infested plants in an area. 

This procedure helps conserve 

predators and parasites needed to 

reduce future pest populations and 

increases the time between pest 

outbreaks.

•	 Limit the use of sprays, foggers, or 

volatile formulations. Instead use 

bait and crack and crevice application when possible. Look for crack 

and crevice label instructions on how

to apply the pesticide. These treatments maximize the exposure of the 

pest to the pesticide while minimizing pesticide exposure for the 

•	 occupants.

•	 Place all rodenticides either in 

locations not accessible to children 

and non-target species or in tamper 

resistant bait boxes. Outdoors, place 

bait inside the entrance of an active 

rodent burrow, and then collapse 

the burrow entrance over the bait to 

prevent non-target species’ access. 

Securely lock or fasten shut the lids 

of all bait boxes. Place bait in the
32

Schools should 

consider posting

notices in areas to be

treated or that have

been treated.

•	 baffle-protected feeding chamber of 

•	 the box. Never place bait in the 

runway of the box.

•	 Apply only when occupants are not 

present or in areas where they will 

not be exposed to the material 

applied. Note any re-entry time 

limits listed on the label, and be 

aware that some residues can remain 

long after application.

•	 Use proper protective clothing or 

equipment when applying pesticides.

•	 Properly ventilate areas after pesticide application.

•	 Notify students, staff, and interested

parents of upcoming pesticide 

•	 applications if that is part of the

school pest management policy. Pay 

particular attention to those individuals that may be at higher risk.

•	 Keep copies of current pesticide 

labels, consumer information sheets, 

and Material Safety Data Sheets 

(MSDS) easily accessible.

Storing Pesticides

Store pesticides off site or in buildings 

that are locked and inaccessible to all 

undesignated personnel. Be sure 

adequate ventilation is provided for the 

pesticide storage area. Store herbicides 

separately to avoid potential damage to 

plants from the absorption of vapors onto

other pesticides stored nearby. Avoid 

storing pesticides in places where 

flooding is possible or in open places 

where they might spill or leak into the 

environment. Store flammable liquids 

away from an ignition source. Check for 

state recommendations and requirements 

for pesticide storage.

If pesticides are stored in occupied 

buildings, take special care to ensure 

that the air in the occupied spaces does 

not get contaminated. Place a notice outside the designated storage area. Store 

all pesticides in their original containers,
33

Store pesticides only

in spaces that are

physically separated

and closed off from

occupied spaces.

and secure lids tightly. Make sure that 

childproof caps are properly fastened. 

However, even closed pesticide containers may release toxic chemicals to the air 

through volatilization. Therefore, store 

pesticides only in spaces that are physically separated and closed off from 

occupied spaces and where there is adequate exhaust ventilation (i.e., the air 

is vented directly to the outside). In 

addition, precautions are needed to 

ensure that the air in the storage space 

has no chance of mixing with the air in 

the central ventilation system.

The pest manager is responsible for 

periodically checking stored pesticide 

containers for leaks or other hazards. To 

reduce pesticide storage problems, buy 

only enough of the pesticide product to 

last through the use season. Mix only 

the amount of pesticide needed for the 

immediate application.

Posting and Notification

Local law may require schools to notify 

students and staff of impending pesticide 

applications. If not, the school system 

may take the responsibility of informing 

school staff and students’ parents of 

upcoming pesticidal treatments. When 

good IPM practices are followed, concerns raised by notification and posting 

activities may be minimized. If 

notification and posting is a new practice 

at the school, the new policy should be 

explained so that it will not be misinterpreted to imply that more pesticides 

are being applied than previously. 

Notification can be accomplished by 

posting notices around the school and 

sending notices home to those parents 

who wish to be informed in advance of 

pesticide applications. Schools should 

consider posting notices in areas to be 

treated or that have been treated. The 

school pest manager should be prepared 

and be available to provide more specific
34

information to concerned parents 

and others. 

A voluntary registry of individuals who 

could be adversely affected by exposure 

to pesticides can be kept at the school 

health or administrative offices. Information on how to contact the local 

poison control center and emergency 

personnel should be kept readily 

accessible. The school may also wish to 

consider informing the adjacent community in advance of planned outdoor 

pesticide applications.
35

Capture rodents by

using mechanical or

glue traps
36

Successful practice of IPM relies on 

accurate record keeping. Record keeping allows the school to evaluate the 

results of practicing IPM to determine if 

pest management objectives have been 

met. Keeping accurate records also leads 

to better decision-making and more 

efficient procurement. Accurate records 

of inspecting, identifying, and monitoring activities show changes in the site 

environment (reduced availability of 

food, water, or shelter), physical changes 

(exclusion and repairs), pest population 

changes (increased or reduced numbers, 

older or younger pests), or changes in 

the amount of damage or loss.

A complete and accurate pest management log should be maintained for each 

property and kept in the office of the pest 

manager or property manager. Pesticide 

use records should also be maintained to 

meet any requirements of the state 

regulatory agency, School Board, and 

applicable local regulations. The log 

book should contain the following items:

•	 A copy of the Pest Management Plan 

and service schedule for the property.

•	 A copy of the current EPA-registered 

label and the current MSDS for each 

pesticide product used on school 

property.

Step 7:

Evaluating Results and Record Keeping
37

IPM can reduce the

use of chemicals and

provide economical

and effective pest

suppression.

•	 Pest surveillance data sheets, which 

record, in a systematic fashion, the 

type and number of pests or other 

indicators of pest population levels 

revealed by the monitoring program 

for the site. Examples include date, 

number, location, and rodent 

species trapped or carcasses 

removed as well as date, number, 

and location of new rat burrows 

observed.

•	 A diagram noting the location of 

pest activity, including the location 

of all traps, trapping devices, and 

bait stations in or around the site.
38

Evaluating the Costs 

Preliminary indications from IPM 

programs in school systems suggest that 

long-term costs of IPM may be less than a

conventional pest control program that 

relies solely on the use of pesticides. 

However, the long-term labor costs for 

IPM may be higher than those for 

conventional pesticide treatments. The 

labor costs may be offset by reduced 

expenditures for materials.

Whether an IPM program raises or lowers 

costs depends in part on the nature of 

the current housekeeping, maintenance, 

and pest management operations. The 

costs of implementing an IPM program 

can also depend on whether the pest 

management services are contracted, 

performed in-house, or both. To fit the 

IPM program into the existing budgetary 

framework, school administrators must 

consider what additional and redistrib-

uted expenditures are involved. As with 

any program, insufficient resources will 

jeopardize the success of IPM.

Potential Added Costs

Initiating an IPM program may require 

repair and maintenance activities to 

prevent pest entry and to eliminate 

sources of shelter, food, and moisture. 

Examples of these one-time expenses that 

may result in future budgetary savings 

include--

•	Improving waste management by 

moving trash or garbage contain-

ers away from school buildings to 

reduce the opportunity for pest 

invasion. This cost is a one-time 

expense that will result in fewer pest 

problems and reduce the need for 

other pest control procedures.

•	Installing physical barriers such as 

air curtains over the outside en-

trances to kitchens to reduce flying
39

Place flood drains to

prevent pests from

using pipes as pathways. Keep areas as

dry as possible by

removing standing

water and water 

damaged or wet

materials
40

Successful practice of

IPM relies on accurate

record keeping

•	 insect problems. This is also a onetime cost and results in fewer flying 

insect problems and a savings in 

years to come.

•	 Stepping up structural maintenance

to correct such situations as leaky 

pipes. This effort reduces future 

maintenance problems, prevents 

pest problems, and saves money in 

the long term.

•	 Training and/or certifying staff in 

IPM. The amount of information 

necessary to implement IPM is 

greater than that required for 

•	 conventional pest control. As a 

•	 consequence, training or certifying 

staff in IPM will probably increase 

costs.

•	 Re-landscaping the area adjacent to 

buildings to discourage pests.

In the long term, these repair and 

maintenance activities will reduce overall 

costs of the pest control operation, as 

well as other maintenance and operating 

budgets. Whether these costs are actually 

budgeted as a pest control expense or 

under some other budgetary category 

depends on the budgetary format of the 

school system. School systems with an 

active maintenance and repair program 

may be able to absorb these activities 

within the current budget.

Procurement

Successful practice of IPM relies on 

accurate record keeping, which leads to 

more efficient procurement. As the IPM 

program progresses, predictable events 

and pest control needs will be identified. 

Close consultation with the pest management specialist is essential for good 

decisions on purchases within the budget.

Some non-pesticide products, such as 

traps, can be stocked to reduce purchases in future years, but few savings can be 

realized by purchasing pesticides in bulk. 

It is probably best to keep no more than 

a 60-day pesticide inventory to assure 

product freshness and to avoid limiting 
41

cash flow. Pest managers should be able 

to anticipate needs to fit a 60-day buying 

schedule.

“In-House” or Contracted Services

IPM programs can be successfully 

implemented by “in-house” school 

employees or by contracting with a pest 

control company. A combination of 

in-house and contracted functions may 

be mixed and matched to the needs and 

capabilities of the school system. Both 

approaches have advantages and disad-

vantages. Individual school systems must 

decide what is best for them given their 

unique circumstances. Whether you 

choose in-house or contracted services, 

pest management personnel should be 

trained to--

•	 Understand the principles of IPM.

•	Identify pests and associated prob-

lems or damage.

•	 Monitor infestation levels and keep 

records.

•	 Know cultural or alternative 

methods.

•	 Know recommended methods of 

judicious pesticide application.

•	 Know the hazards of pesticides and 

the safety precautions to be taken.

•	 Know the pesticide label’s precau-

tionary statement(s) pertaining to 

exposure to humans or animals.

“In-House” Services”

One of the most important tasks for an 

in-house program is training staff to 

function within an IPM context. Universities and State Cooperative Extension 

Services have the expertise to meet most 

IPM training needs. Needed training 

materials that are not already available 

can be developed jointly between the 

School District and the Extension Service.

Contracted Services

Pest control firms should work with the 

pest manager and the responsible school 

official to solve pest control problems.
42

IPM programs use

current, comprehensive

information on the

life cycles of pests and

their interactions with

the environment.

Use of an outside pest control firm may 

increase costs but eliminate the need 

to hire and train personnel and store 

pesticides. The contract should specify 

the use of IPM principles and practices 

in meeting pest management objectives.

When choosing a pest control firm, 

contact your local Better Business 

Bureaus or state regulatory agencies for 

information about whether they have 

received complaints about a pest control 

company. State regulatory agencies can 

also provide information on pesticide 

applicator certification.

The pest management services contract 

should include IPM specifications. 

Contracts should be written to provide 

expected results. Pest management 

objectives specific to the site should be 

jointly developed, agreed upon, and 

written into the contract. Any special 

health concerns (such as those for 

children, or for individuals with allergies, etc.) should be noted and reflected 

in the pesticides that can be utilized, or 

excluded from use.
43

For More Information

For additional copies of this document,

contact—

•	 Public Information Center 

U.S. Environmental 

Protection Agency

401 M Street, SW

Washington, DC 20460

•	 Field Operations Division (H7506C)

Office of Pesticide Programs

401 M Street, SW

Washington, DC 20460

For information about pesticides,

contact—

•	 National Pesticide

Telecommunications Network

1-800-858-PEST (toll-free)

8 a.m. to 6 p.m.

Central Standard Time.

Operators provide the medical, veterinary,

and professional communities and

the general public with-

•	Information on recognizing and

managing pesticide poisonings.

•	 Referrals for laboratory analyses,

investigation of pesticide incidents,

and emergency treatment information.

•	 Tips for using pesticides correctly.

•	 Clean-up and disposal procedures,

and much more.
United States

Environmental Protection Agency

(H7508C)

Washington, DC 20460

Official Business

Penalty for Private Use

$300