Tag Archives: turf

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

IPM for Turf on School Grounds

The EPA has another great webinar coming up on Tuesday, March 15th.

file0001683376869

You must have Adobe Connect to watch and listen to this free online webinar. A “Quick Start” link is included on the EPA website.

Whether school turf management has been part of your job for years or you’re just starting out, this webinar will describe how you can implement Integrated Pest Management (IPM) practices into your turf management program. This webinar will provide insight for improving the quality and playability of your athletic and recreational fields. You will leave with an increased understanding of the importance of IPM in turf maintenance, cultural and physical control options, record keeping and key turf issues that can be addressed and applied to your program.

file3681318541591

Join in to learn how you can incorporate IPM into your school district’s turf management program.

Featured presenters will be:

  • Kim Pope Brown, Pesticide Safety Education Coordinator, Louisiana State University
  • Alec Kowalewski, Ph.D., Assistant Professor and Turf Specialist, Oregon State University

Register now and you’ll receive an email confirmation with information on how to join in the webinar. Tuesday March 15 — 2  to 3:30pm

What now? Autumn sports field management

“Of all the seasons, autumn offers the most to man and requires the least of him.” – Hal Borland

No disrespect to Mr. Borland, but he obviously was not in charge of keeping school athletic fields in good shape. While autumn can bring some of the best grass growing weather, when our cool season turf really thrives, it also brings students on the fields for recess, practice, physical education, and games. That can lead to a great amount of compaction and wear and tear. Combine heavy traffic with this year’s drought, and Autumn 2015 promises to be challenging.

Broadleaf weeds such as plantain are tripping hazards.

Broadleaf weeds such as plantain are tripping hazards.

The Child Safe Playing Fields Act was implemented in 2011 to reduce the impact of pesticides on students. While we are confident that we can reduce the impact of insects and weeds on athletic fields with good cultural practices, the Act failed to bolster school budgets, which often do not reflect the need for providing more training for staff, equipment, irrigation, and materials such as fertilizer and seed needed to produce safe fields. Without these resources, weeds, which cannot handle the same traffic as grass, can overtake a field. As the season progresses, these weedy areas become bare, leaving much more slippery and harder patches behind.

 So what is the minimum that should be done now to minimize the likelihood of injury?
  • Mowing -If the grass is growing, mowing should be conducted at least twice a week. Mowing increases shoot density by increasing tillering (stems that develop from the crown of the parent plant). More tillers means more traction and cushioning.
  • Fertilizing -Apply 1 pound of 50% water soluble nitrogen per 1,000 sq. ft. in September and ½ pound of 100% water soluble nitrogen in mid-October. Note – if you do not have irrigation, it is worth waiting until the day before rain is predicted to ensure the fertilizer is watered in.
  • Overseeding -Seed perennial rye at 2 pounds per 1,000 sq. ft. weekly in high-use areas. The athletes’ cleats will make the necessary seed to soil contact. Again, this year’s drought makes this practice tricky. If you can borrow irrigation equipment, do so.
What if I can do more than the minimum?
This school soccer field is mostly crabgrass, which starts to decline just as the season begins.

This school soccer field is mostly crabgrass, which starts to decline just as the season begins.

  • Watering -Maintain adequate soil moisture but keep surfaces dry to maximize traffic tolerance. Irrigate if you can see your foot prints after walking on the turf.
  • Fertilizing -Conduct a soil test to see if other nutrients are needed in addition to the nitrogen.
  • Cultivating -Concentrating on high-use areas, solid tine cultivate in multiple directions to maintain infiltration of air and water.
  • Overseeding -Have a mixture of one part seed to ten parts soil available so coaches and players can repair divots left after heavy use.

For more information on maintaining safe, functional athletic fields, visit http://safesportsfields.cals.cornell.edu. You will find different maintenance schedules based on number of seasons used and resources available, detailed information on different management practices, and information on “Duty of Care”, a legal obligation to a standard of reasonable care.

What now? Using the Sports Field Management website for planning

“In winter, I plot and plan. In spring, I move.” – Henry Rollins

And for those responsible for maintaining athletic fields, we move a lot! And, of course, we want that movement to be effective, efficient, and within budget. The Sports Field Management website has field management schedules to help determine which turf management practices are most important now.

The first step in using these schedules is to determine what resources are available. This handy chart can help determine whether you have high, medium, or minimal management fields.

Field Management Type ChartOnce you have determined what type of field you are managing, and what seasons sports are being played on it, you can download a Seasonal Field Management  Schedule. For example:Sports Field Management Schedule-Spring Medium

Schedules are available for Spring only, Fall only, Spring and Fall, and Year-Round sports. Use them to help in communicating needs, establishing budgets, and planning activities.

 

Ground Bees Come in Peace

IMG_2500

A female ground bee in her burrow

One of the first springtime insects that observed in school yards are ground bees. These insects create ant-hill like mounds in areas of bare soil with a ¼” opening in the center (about the thickness of a pencil). On warm, sunny days there may be dozens to hundreds of bees flying low to the ground among the mounds. Despite a general and perhaps debilitating fear of bees – the truth is that this species is relatively harmless and may not require any management. Here’s why:

 

  1. Ephemeral: ground-nesting bees are pollinators of early blooming flowers. Because their lifecycle is tied to the cycle of these plants, ground bees are only active for a short period of time in early spring.
  2. Solitary: fear of bees arises from the idea
    IMG_1784

    Two female ground bees hunker down in their burrows in response to movement.

    that disturbing a nest will provoke an entire colony of stinging insects. However, as it true of carpenter bees, cicada killer wasps, and mud dauber wasps, ground bees are solitary with only a single female bee per mound.

  3. Shy Gals: female bees make nests for the purpose of reproduction. After gathering nectar and pollen as food for their offspring, females will mate and lay eggs in the nest. While in the nest, females appear shy, and will retreat into the burrow if they see an approaching object.
  4. Males Hover, but Can’t Sting: All those bees you see flying low to the ground en masse – are males! And male bees do not possess a stinger. Their low, hovering flight is part of their effort to pair up with a female. Indeed, male ground bees are quite docile. See how one school responds to this insect with curiosity and affection in this video.

    IMG_2508

    Male ground bees cannot sting and are quite docile.

If you wish to discourage ground bees from taking up residence on your school grounds, an effective, safe and long-term solution is over-seeding with grass. By creating a dense lawn, bees will not be able to dig in the soil and will nest elsewhere. For information on creating a healthy lawn, see the Cornell Turfgrass Program.

 

Additional information about ground bees is available from the Cornell Department of Entomology.