Tag Archives: cockroach

School IPM 2020 Conference

When it comes to student learning and achievement, the physical environment is a full partner.” – Dr. Lorraine Maxwell, Cornell University A picture of a school with a banner that says "School is Open Humans Only" with a bedbug, cockroach, tick looking at the sign. The tick is holding a mouse pull toy and the cockroach is holding a coronavirus shaped balloon. Includes the logos for NYSIPM, Cornell AgriTech, and USDA: NIFA

Another annual NYSIPM Conference is in the books and it was certainly different from what we imagined when we started planning last year. Covid-19 caused us to move the in-person gathering from April to a virtual conference in August. (Silver lining: it turns out virtual conferences are easier to get online than those we record with a video camera. You can now view the conference presentations from our YouTube channel.)  The virus also both supported and distracted from our main goal of discussing school pest issues that need community interventions to address.

As I discussed in my July post, Back to School – Humans Only!, Covid-19 is an excellent example of an issue that cannot be handled by school personnel alone. We have all been called to support the openings of schools through practicing social distancing, wearing masks, and handwashing whenever we leave our homes. As we looked at pest issues with similar community connections, examples included pests like bed bugs coming into schools on backpacks, but also wheelchairs and cockroaches coming in supplies and food packaging. Increasing communication and engaging collaborators that can help address these issues in the community preventing the introduction of pests into schools were brought up repeatedly. You can view that discussion here. Drs. Dina Fonseca and Paul Curtis also provided us with excellent examples of community members working together to manage mosquitoes and deer.

Besides influencing our conference, how else will Covid-19 impact schools from an IPM perspective? A few virus mitigation practices have direct impact on pests.

Reduced clutter

Photo of slide from conference: "Summary – NYC study Students’ perception of the school’s social learning environment is, in part, shaped by the physical quality of the school building. The social learning environment affects student attendance and subsequently academic achievement. Demographic factors play a role but school building quality remains an important contributing factor to the learning environment."

School building conditions matter in learning outcomes.

To decrease items that need to be regularly cleaned and sanitized, only required items are being kept in classrooms. The elimination of furniture and cushions, fewer books, less arts and crafts materials (or materials stored in easy to clean containers) will provide less space for pests to hide. We touched on this in the blog post, Bed Bugs in Schools – Prevention. And, as we learned in our keynote address, Healthy Environments for Learning by Dr. Lorraine Maxwell,  too much clutter can also lead to cognitive fatigue. While there is much influencing learning outcomes this year, we can hope that simplifying classrooms will help reduce pests and support learning.

Food in the classroom

There will be expanded food in classrooms as student travel within building is curtailed. Breakfast in the classroom has already proven to be challenging. This year lunch in the classroom, as well as teacher breaks, will increase the volume of food and food waste, the number of spills, and the amount of cleaning occurring throughout the school. On the School IPM Best Practices website, you can find information and resources on breakfast in the classroom.

Ventilation

To increase ventilation, windows and doors are being encouraged to be left open. Open doors leave opportunities for rodents and flying insects to enter buildings. Windows should have screens in place to exclude pests, but have screens been checked for holes or bent frames? Bobby Corrigan discussed rodent exclusion in his presentation, Identifying and Understanding the Rodent Vulnerable Areas (RVAs) of Schools: Essential for Sustainable IPM.

Sanitation

With IPM, we usually discuss cleaning more than sanitation, but Covid-19 has created a shift. (Note: this is unfortunate as this particular virus succumbs to soap and water.) We are not the experts on this issue, but have included a couple of blog posts to help provide some guidance:

The most important outcome of the conference is the message that school building matters and, indeed, as Dr. Maxwell concludes, “When it comes to student learning and achievement, the physical environment is a full partner.” And we all have a part to play.

Be sure to visit our School IPM 2020: Where We’ve Been and What’s Next webpage for information on our speakers and links to the recordings of all the presentations.

For more information on school IPM, visit our Schools and Daycare Centers webpage.

School IPM 2020: Where We’ve Been and What’s Next Conference – POSTPONED

When it comes to student learning and achievement, the physical environment is a full partner.” – Dr. Lorraine Maxwell, Cornell UniversityConference graphic of pests looking at school with "School is Open. Humans Only" sign.

Despite decades of promoting school integrated pest management (IPM), bed bugs, cockroaches, lice, and mice continue to be a problem in schools. Part of the issue is lack of implementation of proven IPM techniques such as exclusion. Part of the issue is that some pests, like bed bugs, German cockroaches and lice arrive in backpacks, delivered supplies, and directly on students and staff. While schools often have plans in place to address these pests when they are discovered, it will take a wider community effort to prevent their introductions.

The Sixth Annual NYS IPM conference brings together a wide range of speakers to address and discuss the status of school IPM adoption and where we need to go in the future. If you or your family is impacted by pests or pest management on and off school property, this is the conference for you.

Our keynote speaker, Lorraine Maxwell, will discuss “Healthy Environments for Learning”. Her research has found that school building conditions, which include conducive conditions for pests as well as the presence of pests, impact the school’s social climate, which directly impacts student performance.

Date:     April 22, 2020

Location:     New York State United Teachers Headquarters, 800 Troy Schenectady Rd, Latham, NY 12110

Cost:     $45 includes all breaks and lunch

We have applied for NYS Pesticide Applicator Recertification Credits.

For more information and to register, visit https://tinyurl.com/NYSchoolIPMConference.

Sponsors:

Nyew York State United Teachers logo with link to www.nysut.org

Cornell Cooperative Extension Albany County logo with link to their website: http://albany.cce.cornell.edu/

 AGENDA
8:30 Registration
9:00 What is the status of IPM implementation within NYS schools

·  NYS Integrated Pest Management Program – Lynn Braband, NYS IPM Program

·  NYS Department of Education – Daryl Andreades, Senior Architect

·  Healthy Schools Network – Claire Barnett, Founder and Executive Director

·  NYS School Facilities Association – Fred Koelbel, NYSSFA Board of Directors and Port Jefferson School District Plant Facilities Administrator

10:20 BREAK
10:45 Panel Discussion

·  NYS Integrated Pest Management Program

·  NYS Department of Education

·  Healthy Schools Network

·  NYS School Facilities Association

·  NYS Department of Health – Michele Herdt, Clean, Green, and Healthy Schools Program Director

·  New York State United Teachers – Veronica Foley, Health and Safety Specialist

·  Association for Educational Safety and Health Professionals – Patricia Cerio, Safety Coordinator

11:45 LUNCH
12:30 Keynote Address: Healthy Environments for Learning, Lorraine Maxwell, Associate Professor, Department of Design and Environmental Analysis, Cornell University
1:15 What We’re Doing – Community Intervention

·  Mosquitoes – Dina Fonseca, Director, Rutgers Center for Vector Biology

·  Deer/ticks – Kristina Ferrare, Forestry Program Specialist, CCE Onondaga County

·  Mice/rats –Georgianna Silveira, City of Somerville

2:45 BREAK
3:00 Break out groups – Strategies for interventions

·  Bed bugs – Jody Gangloff-Kaufmann, NYS IPM Program

·  Cockroaches – Matthew Frye, NYS IPM Program

·  Establish school IPM priorities –Joellen Lampman, NYS IPM Program

3:45 Report and Wrap-Up
4:30 Adjourn

IPM in the classroom – No creature was stirring… scratch that. They are.

Oh, the weather outside is frightful
But a week off from school is delightful
And since cleanup was incomplete
School pests eat, breed and eat, breed and eat. – Tortured adaptation of Let It Snow Let It Snow Let It Snow

I admit to being a Christmas music junkie (Once Thanksgiving is over, thank you. Christmas music in October is ridiculous.) But I might have overdosed a bit as, considering my next blog topic, visions of mice running through empty classrooms danced through my head. (Okay, I’ll stop now.)

Mice would find Jim delicious. Photo: Michael Homan flickr

At any time of the year, school pests, especially mice, roaches, and ants, will find and consume any food laying around. And sometimes they eat things we might not consider to be food, like glue, fragrant soaps, and their dead brethren.

The holidays, however, bring their own avalanche of new food possibilities. Forget the parties with their crumbs, spilled juiced, and bits of candy that rolled under the radiator. (Actually, don’t forget them. Not forgetting is the point of this post, so we’ll get back to them shortly.) Holiday crafts can be a mecca of opportunity for the critters that make school buildings their home.

The small, round milo and millet can get everywhere! Photo: Megan flickr

By holiday crafts, we mean anything from macaroni art to gumdrop wreaths. As an example of the pest implications of crafts, let’s look at the classic pinecones coated with peanut butter and rolled in birdseed. The small, round milo is a primary ingredient in many inexpensive birdseed and is not even eaten by most birds. The smaller, also round, millet is more popular with birds, but, trust me, both can get everywhere! Although more expensive, black-oil sunflower seeds are high in energy, a favorite of many birds, and, most pertinent to this post, infinitely easier to clean up. (If you’re interested in pursuing this non-pest related topic, the Cornell Lab of Ornithology provides a quick guide to seed types.)

And then there is the run-of-the-mill food opportunities provided by breakfast in the classroom, afternoon snack, and the emergency stash in the teacher’s desk drawer. All of these activities lead to overwhelmed custodial staff, who are likely already understaffed and overworked, and, of course, those happy pests that can feed uninterrupted through the holiday break.

A pest-proof container that fits in a desk drawer is the perfect gift for teacher.

So lend a hand. Pre-plan those holiday crafts and parties with pests in mind and be sure to include a clean-up strategy. Give the students the responsibility for their own messes and the tools they need to clean it up. And, if someone asks you what you want as a gift, pest-proof containers for your emergency stash could be just the ticket.

For more ideas on scrooging pests, see the Texas School Pest News post Don’t make it a Happy New Year for Pests. The NYS IPM Program has put together School Integrated Pest Management: The Four Laws for Keeping Schools Pest-Free and other resources available on our Schools and Daycare Centers webpage.

And make sure you check under the radiator.

Happy holidays!

The Role of School Nurses in Integrated Pest Management for Public Health

By Meredith Swett Walker. Originally published on Entomology Today, by the Entomological Society of America, November 2017. Republished with permission.

tick cubes and spoon

Tick specimens embedded in Lucite can help school nurses distinguish disease carrying ticks like Ixodes scapularis from other species. Nurses are also provided with a tick removal tool with a web address directing them to online IPM resources for schools. (Photo credit: Kathy Murray, Ph.D.)

School nurses do more than just apply bandages to scraped knees and administer asthma inhalers. They are also health educators, they help control communicable diseases, and they even do some pest management.

Meredith Swett Walker

In the past, the dreaded head louse (Pediculus humanus capitis) was likely the only pest a school nurse needed to worry about. But, with the rise of arthropod-borne diseases like Lyme disease, West Nile, and Zika, nurses increasingly find themselves thinking about tick and mosquito control as well. Bed bugs, meanwhile, are also cause for concern, and as head lice evolve resistance to traditional insecticidal treatments, even these pests require more sophisticated control methods. But school nurses typically haven’t received training in pest ecology or integrated pest management (IPM.)

At Entomology 2017 in Denver, Kathy Murray, Ph.D., of the Maine Department of Agriculture, Conservation, and Forestry presented her work with the Northeast School Integrated Pest Management Working Group to engage school nurses in IPM for public health pests in schools. This project aims to give school nurses the tools, resources, and training that they need to promote and support IPM policies in schools. The work was endorsed by the National School Nurse Association and supported by the Northeastern IPM Center.

In the last 15 years, many states have started requiring schools to practice IPM. This may seem odd, but a school campus is essentially a large public property, and any property, be it a building or open space, has pests. Usually, IPM efforts in schools focus on facility managers or custodians. But school nurses deal directly with the effects of these pests on students and can be an important addition to the IPM team.

In many public schools, resources are spread thin. Facility managers may not always have the budget for the labor or materials necessary for effective IPM. But when facility managers and nurses come together to ask administrators or school boards for more resources for IPM, their requests have more heft, says Murray.

New England Nurse Conf 2017 table

The Northeast School Integrated Pest Management Working Group has presented its project to engage nurses in IPM at nursing conferences. (Photo credit: Kathy Murray, Ph.D.)

In the Northeast, ticks are a major concern, particularly Ixodes scapularis (also known as the blacklegged tick or the deer tick), which transmits Lyme disease. Students may come in with ticks they picked up at home or can even pick up ticks on the school grounds. The project supplies school nurses with a tick removal tool, as well as actual ticks embedded in Lucite to aid in distinguishing disease-carrying species from non-vectors. When nurses learn more about tick ecology, they can help identify potential tick habitat on campus and work with facility managers to get it removed.

Mosquito bites themselves are not a major concern for school nurses, but arboviruses like Zika or West Nile are. When nurses know more about the behavior and ecology of mosquitoes, they can help identify mosquito breeding sites on campus, such as small pockets of standing water, and work with facility managers to address them. Where arboviruses are a serious concern, nurses may advocate for outdoor sporting events to be scheduled to avoid peak mosquito activity periods like dusk.

Murray found one health-pest relationship that many nurses were unaware of: the connection between cockroaches, mice, and asthma. The fecal material and urine of these pests are potent asthma triggers. Unfortunately, schools are a prime habitat for mice and roaches. There is food present in the cafeteria and often the classroom. In addition, school buildings are typically unoccupied at night, when mice and roaches are most active. Some research has even shown higher levels of pest-related allergens in school buildings than in the average student’s home. If nurses are concerned about asthma attacks at school, managing pests may help.

In her presentation at the Entomological Society of America’s 2017 annual meeting, Murray made the case that school nurses are often at the front lines of pest-related public health challenges. They can also be essential bridges to the wider community. When confronted with a pest problem, “nurses would like to have some solid, research-based, concise information—in multiple languages” that they can share with students’ families. The IPM project is working to provide that. While some school nurses may have never envisioned IPM as part of their job description, Murray says she has found the school nurses she works with to be interested in IPM and “very passionate about protecting student’s health.”

Read More

 

Meredith Swett Walker is a former avian endocrinologist who now studies the development and behavior of two juvenile humans in the high desert of western Colorado. When she is not handling her research subjects, she writes about science and nature. You can read her work on her blogs Pica Hudsonia and The Citizen Biologist or follow her on Twitter at @mswettwalker.

Online School IPM Resources to assist IPM Professionals with their Programs

Thank you to Janet Hurley, Texas A&M AgriLife Extension Service, for her dedicated effort to progress school IPM and for allowing us to use her post.

In 2014, a number of collaborating institutions led by Dawn Gouge, University of Arizona and Janet Hurley , Texas A&M AgriLife Extension received two separate grants from the Environmental Protection Agency (EPA) to provide online resources on integrated pest management (IPM) for school personnel. The Stop School Pests team used their grant to focus on education and training for personnel, while Hurley and collaborating scientists created a one-stop online “big box store” of IPM resources, including documents, training, pest ID pamphlets, state legislation and more.

stop-school-pests-urlThe training website, Stop School Pests, resulted from a collaboration of 42 people from federal and state agencies, universities, school districts, tribes, advocacy organizations and industry. Together they proposed to build a resource that would increase IPM adoption in K-12 schools and reduce the risks from pests and repeated pesticide use.

stop-school-pests-modulesStop School Pests provides modifiable PowerPoint presentations for in-class teaching and self-guided online courses. Lessons are specific to different roles within a school, so that facility staff will have access to materials specific to them.

While some groups, such as facility managers and maintenance personnel, were eager to delve into the materials, others such as nurses and teachers initially did not think the subject matter pertained to them. However, several who participated in some of the in-class lessons said that they did not realize how much they did not know about pest management and were glad that they took the lessons.

“I have been a school nurse for 25 years, and I cannot believe I learned so much helpful information in just one hour,” said Mary Griffin, a nurse in Arizona, after attending a training session piloting the Stop School Pests School Nurse Module.

A softball coach said that she did not realize that spraying pesticides without a license was illegal in her state until she went through the training.

For personnel who need specific information or don’t know where to turn once a pest problem starts, the iSchoolPestManager website provides over 1,000 resources, including the educational materials from the Stop School Pests project.

The iSchoolPestManager site was built as a searchable online mine of school IPM resources from every state. Staff from Texas A&M AgriLife spent several months collecting materials; then volunteers from throughout the country, even one from Israel, painstakingly combed through them to eradicate duplicates, outdated materials or references to materials that no longer existed. The initial 1,315 resources were pared down to 1,045 entries. Staff at the Pesticide Information Center in Oregon helped design and build the website. The website currently has 1,065 documents to assist everyone with adopting, maintaining, and sustaining their IPM program.stop-school-pests-website

Search for all sorts of documents by going to the show me everything tab.

The site is formatted for a standalone computer, with a separate link that will bring up special formatting for a smart phone or tablet. Resources are divided into four areas: geographically specific, professional trainings and other materials, insect-specific information, and groups of documents such as fact sheets, regulations, checklists and more.

Rather than duplicate information already provided at other websites, Hurley decided to link to them. For instance, self-paced instruction under “Training Modules” links to pages hosted by eXtension. Some of the PowerPoint presentations are located at Bugwood. Some of the educational links go to videos at university websites.

While the amount of information in iSchoolPestManager might seem overwhelming at first, users looking for specific information will be able to use the headings and sections to locate what they need more easily.

Additional information