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Integrated pest management (IPM) is a program of prevention, monitoring, and control that offers the opportunity to eliminate or drastically reduce hazardous pesticide use. IPM is intended to establish a program that uses cultural, mechanical, biological, and other non-toxic practices, and only introduces least-hazardous chemicals as a last resort, if at all. This publication is intended to inform school community members and activists, policy decision makers, and pest management practitioners, all of whom play critical roles in getting schools to implement effective IPM programs. The report provides comprehensive details of IPM programs by: (1) explaining what an IPM program is and why it is necessary; (2) highlighting 27 school districts and individual school IPM policies and programs; and (3) outlining the basic steps to getting a school IPM program adopted. (EV)

This publication is a compilation of original and republished materials from numerous individuals and organizations working on pesticide reform and integrated pest management (IPM)--using alternatives to prevailing chemical-intensive practices. The manual provides comprehensive information on implementing school IPM, including a practical guide to identifying, preventing, and controlling common school pest problems. It is designed for individuals who are responsible for school pest management. It includes information on why schools should adopt IPM programs, how to develop and implement a program, pest management strategies for structural pests, school IPM experts, a model policy and contract, a non- and least-toxic product guide, and fact sheets on the toxicity of commonly used pesticides in schools. (EV)

This document consists of a collection of fact sheets about the use of pesticides in schools and how to reduce it. The sheets are: (1) "Alternatives to Using Pesticides in Schools: What Is Integrated Pest Management?"; (2) "Health Effects of 48 Commonly Used Pesticides in Schools"; (3) "The Schooling of State Pesticide Laws--2002 Update: A Review of State Pesticide Laws Regarding Schools" (Kagan Owens and Jay Feldman); (4) "Ten Myths behind Pesticide-Dependent Pest Management in Schools"; and (5) "Schools Save Money with Integrated Pest Management." (EV)

This guide presents games and activities on integrated pest management (IPM) for home targeting grades 1-7. The activities and games use a problem-solving approach based on pest knowledge to develop an understanding of pest management. Three cases are presented: (1) "Inspection is the Key to IPM Success" includes two activities--"Word Searches" targets grades 1-4, and "Inspect Our House" targets grades 1- 5; (2) "An Ounce of Prevention" includes the play "Who Wants to Be an IPM Super Sleuth?" and "IPM Crosswords" which target grades 4-7; and (3) "Tools of the IMP Trade" includes "IPM Lingo Matching Games" for grades 4-7. Appendices contain resources and IPM concentration with cut-out cards. (YDS)

Intended for Spanish-speaking farmworkers with children, this publication in comic book format tells these parents how they can protect their children from pesticide risks. On returning home from work, one farmworker couple does not hug their young children. When their behavior is questioned by neighbors, the mother explains that the fields were recently sprayed with pesticides, which remain in the field; they could be carrying poisonous residues on their hands and clothing; and so they will not touch or hug their children until they have washed and changed clothing. She also explains that children have a greater risk of bad effects from pesticides, because of their smaller body size, and describes several ways that farmworkers' children might be exposed to pesticides. Potential short-term and long-term effects of pesticide exposure for children and adults are noted, and seven ways of protecting the family are discussed: not touching, hugging, or picking up children until after washing and changing clothes; leaving shoes outside or cleaning them before entering the house; bathing after work or, at least, washing hands, arms, and face; getting children and adults in the habit of washing their hands frequently; washing fruits and vegetables before eating; separating and washing work clothes separately; and covering toys that are outside when pesticides are sprayed, and washing them afterward. (SV)

This report embodies the findings of several studies, which conclude that America's schools have fallen into disrepair and sometimes present students and teachers with an unhealthy, unsafe, or even harmful educational environment. The researchers say that no guidelines are in place to help school districts select safe school sites. School sites are regularly sprayed with pesticides, and these chemicals are thought to be partly responsible for a whole generation of children who are increasingly hyperactive, slow to learn, and disruptive in school. The report offers specific recommendations to protect children from chemical contamination in air and soil surrounding schools and from exposure to toxic pesticides in schools and on school grounds. The report presents recommendations for school site selection and for developing integrated pest management programs. The report lists resources for additional information, and its appendices provide samples of school siting and pest management surveys. (GR)

This English/Spanish informational kit contains resource materials that school administrators and parents can use to take full advantage of the Healthy Schools Act of 2000 and help them eliminate hazardous pesticide use around their schools. The kit looks at how to organize community interest in least-toxic Integrated Pest Management policy, and it presents resources on the toxicity and health impacts of pesticides applied in schools. The kit's informational sheets are as follows: "What is the Healthy Schools Act?"; "Ten Steps to a Healthy School;""Notification: Your Right to Know"; "Sample School Policy"; "Kids at Risk: Pesticides & Children's Health"; "What Are the Alternatives"; "Hazards of Common Pesticides"; and "Pesticide Information Online"; and "Additional Resources." (GR)

This guide describes options for the Granville schools when dealing with pests. It is based on Integrated Pest Management (IPM), a philosophy that employs safe and practical pest control methods. The guide can be used to incorporate IPM philosophy into the school systems. The first section provides the environmental context for an interest in pesticide reduction, focusing on the risk pesticides pose to children's health. The next section assesses the current conditions at Granville schools (frequently encountered pest problems, methods used to combat them, and inspection of schools for possible behaviors and structural conditions leading to the problems). The next section suggests ways that IPM can be used, not just as a pest management tool, but also as an educational supplement. It discusses how IPM can be used in the classroom as a resource for learning. It goes on to provide a guide to IPM methods of pest management. It is tailored to address the specific pests of concern in the Granville schools. The final section proposes a policy statement for the Granville schools regarding pest management, and it provides a list of complementary sources of additional information for maintenance staff, teachers, parents, and students. (SM)

Preventing Agricultural Chemical Exposure among North Carolina Farmworkers (PACE) is a project designed to describe farmworker pesticide exposure and to develop an educational intervention to reduce farmworker pesticide exposure. The PACE project used a community participation framework to ensure that the community played a significant role in identifying its own health problems and working toward their resolution. This manual offers a concrete plan for addressing the problem of farmworker pesticide exposure and is intended for use by anyone who wants to develop a community-based approach to offering pesticide safety instruction for migrant and seasonal farmworkers. Chapter 1 explains the importance of working with the community in developing educational programs and the general model for the pesticide safety program developed by the PACE Project. Chapter 2 focuses on the procedures for planning a successful safety program using a collaborative, participatory approach. Chapter 3 describes the specifics of the safety program in detail, including suggested instructional techniques and program outlines. The program consists of three parts, a direct safety program for farmworkers, an expanded safety program for farmworker representatives as promoters, and a follow-up program for promoters. All programs meet Environmental Protection Agency requirements for training field workers. The appendix contains English and Spanish versions of 10 fact sheets on pesticide exposure, a list of educational materials, promoter follow-up sheets, and forms for recording local resource information. A comic that presents pesticide safety issues in Spanish is also included. (Contains 30 references.) (TD)

This booklet discusses concerns about environmental health threats to children, describes dangers, and lists strategies for protection. Topics include: (1) "Household Products"; (2) "Secondhand Tobacco Smoke"; (3) "Pesticides"; (4) "Overexposure to Ultraviolet Light"; (5) "Lead"; (6) "Contaminated Water"; (7) "Ozone Air Pollution"; (8) "Radon"; and (9) "Asbestos." (YDS)

This brochure examines basic information about pesticides and their use in and around schools, how children are exposed to pesticides and their health effects, and how a school can kick the habit of using pesticides. A special issues section covers the chemicals that should not be part of a school pest control effort, the restricted use of disinfectants, whether or not chemicals should be used to control head lice, issues involving active vs. inert ingredients in pesticides, and a cautionary note on pesticide product labeling. Final sections address the New York State laws concerning pesticides and provide a list of resources for more information and technical assistance. (GR)

This document of skill standards for the landscape technician cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 19 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for landscape technician cluster standards; table of contents; and performance skill levels. Standards include: market and promote landscape services and products; answer customer questions; plan, design, and price a landscape; install and maintain plants in the landscape; prune plants; and control weeds, pests, insects, diseases, moss, and plant disorders. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

Guidelines are provided for those just beginning, or planning to improve, an educational facility's Integrated Pesticide Management (IPM) program. The manual's first chapter discusses what an IPM is and why it should be implemented. The second chapter provides the New York State Department of Environmental Conservation program contacts and regulations concerning pesticide programs. The third chapter examines the administration of a school IPM program, including the development of an official school IPM policy, a model policy statement, and details of IMP bids and contracts. The fourth and fifth chapters provide the elements of an IPM approach to school buildings and their athletic fields and grounds. The manual's final chapter discusses safety precautions and personal protection for the applicator and worker. Also included are a glossary of terms. (Contains approximately 92 print and electronic resources.) (GR)

This document contains lesson plans for a four-unit course in agriculture for sustainable development and is accompanied by a video tape and a booklet that discusses existing and future agricultural practices. Each unit of the document contains some or all of the following components: an introduction; objectives and competencies addressed; a list of equipment, supplies, references, and other resources; three or four learning activities; a question-and-answer game based on the format of the television game show "Jeopardy"; problem-solving techniques; illustrations of agricultural operations; material safety data sheet examples; and sample newspaper articles. The topics of the four units are as follows: (1) sustainable agriculture (investigation and analysis of agricultural practices as related to conservation tillage and best management practices); (2) innovative chemistry and conservation tillage (advantages and disadvantages of pesticide applications and the interrelationship of herbicide use with conservation tillage); (3) genetically improved plants (implications of genetically improved plants to our society and for agriculture on a global basis); and (4) Third World impact and global stability (the economic importance and interdependency of agriculture throughout the world). (MN)

This full-size poster profiles 11 wildlife species that are endangered. Color illustrations of animals and plants are accompanied by narrative describing their habitats and reasons for endangerment. The reverse side of the poster contains information on the Endangered Species Act, why protecting endangered and threatened species is important, how pesticides affect endangered and threatened species in the United States, what can be done to reduce the threat, and how the Endangered Species Protection Program works. The profiled species include Kemp's Ridley Sea Turtle, American Burying Beetle, Eastern Indigo Snake, Whooping Crane, Mission Blue Butterfly, Florida Manatee, Shortnose Sturgeon, Fresno Kangaroo Rat, Small Whorled Pogonia, Bald Eagle, Black Lace Cactus, and Black Footed Ferret. Contact information for the U.S. Fish & Wildlife Service and Endangered Species Coordinators in each of 10 U.S. Environmental Protection Agency regions is provided. (LZ)

The state of Illinois is encouraging schools to better inspect and evaluate the causes of their pest infestation problems through use of the Integrated Pest Management (IPM) guidelines developed by the Illinois Department of Public Health. This guide reviews the philosophy and organization of an IPM program for structural pests in schools, identifies ways to reduce dependence on pesticides in school buildings, and discusses alternative methods for pest management. It offers a step-by-step methodology for establishing an IPM program in schools that includes educating and training of staff, inspecting and monitoring for potential problems, setting action threshold levels for pest control conditions requiring remedial action, applying IPM strategies to control pests, and evaluating results. It is noted that these guidelines are not for lawn and turf pests. Appendices provide examples of a school pest management policy statement and pest management specification. (Contains 17 references). (GR)

Education reform, besides focusing on teaching and learning, must also address the need to maintain a safe, secure, and healthy school environment. As outlined in "A New Compact for Learning," the New York State Education Department and New York educators are responsible for ensuring the safety of school buildings. Students in school buildings are not covered by the laws that regulate the health and safety of workplace environments. Also, there are no provisions in law for a parent's or student's "right to know" about hazardous conditions in their school environment. The Regents Advisory Committee on Environmental Quality in Schools was created to develop recommendations for policy and action to improve the environmental quality of schools. This document presents an overview of the environmental quality of schools in New York and committee recommendations. The introduction presents an overview of conditions in school buildings that threaten students' health: asbestos, electromagnetic fields, hazardous materials, indoor air quality, lead, pesticides, and radon. The second section provides information about the Regents Advisory Committee and its members. Section 3 offers the committee's 16 detailed recommendations for meeting environmental standards in public schools. Appendices contain: (1) a legal analysis by the State Education Department Office of Counsel and appropriate sections of education law governing environmental health issues; (2) the legal and fiscal implications of the proposals of the Regents Advisory Committee on Environmental Quality in Schools prepared by the State Education Department; (3) an October 1993 report on environmental quality in schools; and (4) a summary of recommendations derived from public hearings on the environmental quality of schools. (LMI)

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 can use this guide to become aware of Integrated Pest Management (IPM), a pest control method that may be an alternative to scheduled spraying of pesticides. Each step in a seven-step procedure for implementing an IPM program is examined: (1) developing an official policy statement for school pest management; (2) designating pest management roles; (3) setting pest management objectives for sites; (4) inspecting, identifying, and monitoring; (5) setting action thresholds; (6) applying IPM strategies; and (7) evaluating results and record keeping. Includes an evaluation of the long-term costs associated with IPM programs. (LZ)

This booklet was intended to teach parents about head lice, which are small, wingless, crawling insects that feed on human blood. The booklet briefly discusses: (1) physical characteristics of lice; (2) ways of becoming infested with head lice, such as sharing combs; (3) nits, which are the eggs of lice; (4) the difference between nits and hair debris such as dandruff; (5) the use and dangers of lice-killing insecticide products; (6) additional actions that must be taken, such as washing all bedding and vacuuming rugs, when someone in the family is infested with lice; and (7) the necessity of notifying the child's school and other parents in the neighborhood when parents discover their child is infested with lice. (BC)

This teacher guide and student workbook set contains two learning activities, designed for fifth through ninth grade students, that concentrate on the adaptations of shorebird beaks for a variety of habitats and food sources, and the effect of toxic chemicals in the food chain on the birds. In activity A, students discover how shorebirds are adapted for feeding by simulating species of shorebirds with beaks of different shapes and sizes, using everyday objects. They gather different food items with different beak types. They compare feeding success and survival to these adaptations. In activity B, students play a tag game simulating organisms in a food chain and observe the concentration of toxic chemicals through the food chain. As prerequisites for participation in these activities, students should be somewhat familiar with the concepts of adaptation and food chains and be able to construct bar graphs. The teacher's guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

This instructor guide and the corresponding student reference contain 12 units, which cover the following topics: (1) opportunities in the landscaping and turfgrass industries; (2) how plants grow; (3) plant identification; (4) hand and power tools (identification and maintenance); (5) pesticides; (6) installation and maintenance of trees and shrubs; (7) installation and maintenance of bedding plants and ground covers; (8) turfgrass; (9) site analysis and evaluation; (10) plant identification and selection; (11) design elements; and (12) cost estimates. This material is designed to be taught to junior and senior high or vocational school students as a 1-year course. In the instructor's guide, each lesson in a unit contains some or all of the following: objective, study questions, references, teaching outline, student test with answers, transparency masters, job sheets, and assignment sheets. Plant identification and selection tables are located in the student reference. (NLA)