This section gives an overview of the process of IPM for school turf and landscapes. Below, we provide links to resources with more detailed information to help you complete each step.

Step 1: Designate an Outdoor IPM Program Coordinator
Step 2: Develop a Site-Specific Management Plan for Each Area
Step 3: Establish a Monitoring/Record Keeping System
Step 4: Pest Problem Identification
Step 5: Review Treatment Options and Apply Treatment
Step 6: Posting and Notification
Step 7: Evaluate the IPM Program

Step 1: Designate an Outdoor IPM Program Coordinator

Who will make decisions related to school grounds management? Who will decide when to fertilize the football field, or what types of shrubs to plant along the main entryway? Who determines if, when, and where herbicides will be applied, and who needs to be informed about pesticide applications?

It is important that one person oversees school grounds management, and has the authority need to implement school policy with regard to controlling pests on grounds. The grounds IPM coordinator will develop the management plans for school outdoor areas and communicate with administrators and staff to get the job done. This person makes decisions about pest management and grounds maintenance activities and informs the school community of any pesticides applications made, in accordance with the school’s pest management policy and any applicable regulations.

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Step 2: Develop a Site-Specific Management Plan for Each Area

Different areas of the school grounds required different levels of management. For example, athletic fields generally require a higher level of maintenance and greater inputs than turf around the school entrance. And some athletic fields require more maintenance than others. The second step in an IPM program is to determine how each area will be used, and what the standard of maintenance should be. For more on designating management areas, see EPA’s IPM for Schools: A How-To Manual.

The standard for how each area should look, how it will be used, and the tolerance level for weeds or other pests, will determine what management practices will be used in that area. For more on determining pest tolerance levels see EPA’s IPM for Schools: A How-To Manual, Chapter 3.

As you develop your management plan for each area of the school grounds, ask yourself the following questions:

Is it possible to reduce pesticide applications and any risk of exposure in this area and maintain the standard of appearance that is needed?

• Establish realistic pest tolerance levels. Pesticide use in some areas around the school may be reduced or eliminated by determining that a few weeds can be tolerated.
• Use good management practices. Pesticide use in some areas may be reduced or eliminated by employing management practices such as regular fertilization, irrigation, or raised mowing height, that can increase plant health and reduce the potential for pest infestation.
• Consider non-chemical control options. Examples of non-chemical controls include hand-weeding, weed whackers, biological control options, and water management.
• Pesticide use in some areas may be reduced by spot-treating for weeds, diseases, or insects, instead of using a broadcast application.
• Pesticide use in some areas may be reduced by eliminating preventive pesticide treatments and beginning a pest monitoring program.

If pesticides are needed in an area, how can treatments be planned and timed to reduce the potential for pesticide exposure while optimizing the timing of the treatment for maximum pest control benefits?

• Determine the optimal window of application for the pest problem you are treating and also consider usage patterns of the area to be treated. Time the application when an area is not in use. Weekends and school vacations may be the best time for most applications.
• Plan the timing for the treatment and communicate that intention to the school community. This includes verbal communication, memos to athletic directors, band directors, or others who use the area to be treated, as well as posting signs at the site of application to let people know that a pesticide has been applied, and when it is safe to reenter the area.

These are the kinds of general considerations that will impact the site-specific grounds management plans for a school. For more advice on how to categorize and manage different areas of the school grounds, consult the EPA’s IPM for Schools: A How-To Manual. For more information about developing management plans for school buildings and grounds, click here.

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Step 3: Establish a Monitoring/Record Keeping System

The IPM approach to grounds management requires a certain amount of data on which to base management decisions. Many potential pest problems can be detected before critical damage occurs by making a few systematic observations throughout the year. Time constraints may limit the ability to maintain detailed records of plant health and pest occurrences, but even making basic, regular observations during routine maintenance activities can be very helpful.

Download "How to set up a monitoring program for trees and shrubs" in either Microsoft Word Format or Adobe PDF Format.

For more information on pest detection and monitoring for outdoor IPM, see the EPA’s IPM for Schools: A How-To Manual, Chapter 10.

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Step 4: Pest Problem Identification

When pest problems occur, pest identification is a critical step in resolving the problem. Work with a trained pest management professional or Cooperative Extension agent to identify pests you are not familiar with. Understanding the pest’s life cycle will allow for optimal selection and timing of treatment.

The Illinois Department of Natural Resources and the University of Illinois have prepared an Online Identification and Management Guide for turf and landscape pests.

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Step 5: Review Treatment Options and Apply Treatment

A range of management options may be available for any given pest. With the IPM approach, control options with minimal potential impact on non-target organisms and the environment are favored. Non-chemical control options should be considered and used wherever practical prior to any pesticide application.

For a summary of treatment options available and some considerations in making management decisions, see the EPA’s IPM for Schools: A How-To Manual, Chapter 4.

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Step 6: Posting and Notification

Posting

Posting refers to the use of signage at the site of a pesticide application to let people know that an area has been treated. The purpose of the sign is keep people from entering an area that has been treated with pesticides until it is safe to do so. Pesticide labels include information about recommended “reentry periods,” or the amount of time after an application when normal human use of an area can resume. This may be a specific period of time, such as 24 hours, or it may be dependent on environmental conditions (e.g., “until the material has dried”).

Posting can be a particularly useful practice when it comes to school grounds management. Because athletic fields and other areas are used by so many different groups of people, posting assures that anyone entering an area will be informed that a pesticide has been applied. That includes people from the neighborhood who may not be part of the school community.

Many states have very specific legal requirements with regard to posting pesticide applications made on school grounds. Prior to making any pesticide application, be certain that you are aware of the specific posting requirements of your state and your school district. Regardless of whether it is mandated or not in your area, posting pesticide applications made on school grounds is a good idea.

Notification

Notification is the practice of providing advanced notice of planned pesticide applications to members of the school community. Generally, this means informing parents and staff at least one day in advance of any pesticides used in the buildings or on school grounds. Notification can be important for a number of reasons. For one thing, it is an opportunity to let the community know about the school’s progressive pest management practices. More importantly, it can help to protect individuals who are hypersensitive to pesticide residues to avoid areas of potential exposure.

Many states now require notification of parents and staff in advance of pesticide applications. Prior to making any pesticide application, be certain that you are aware of the specific posting requirements of your state and your school district. Regardless of whether it is mandated or not in your area, providing advanced notification to the school community of planned pesticide applications is a good idea.

For more information on Notification, see the Pest Management Practices area of the website.

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Step 7: Evaluate the IPM Program

As with any management system, routine re-evaluation of the outdoor IPM program is essential to assure that the program is achieving its goals. As new management plans are implemented for different areas of school grounds, the time should be taken to assure that the new management practices are effective, and that the areas are being maintained to the pre-determined standard. Soliciting feedback from the appropriate members of the school community can be one way of measuring success. Comparing data on pest infestation levels (for example, the number of weeds) before and after some management practice can help to evaluate the effectiveness of specific control tactics. Other measures of IPM program success may include a reduction in pesticide use or maintenance costs, establishment of an effective notification or posting procedure, and improved satisfaction with school appearance.

For turf management, it may take more than one season to realize cost benefits or reductions in herbicide use, particularly if areas have been poorly managed in the past. It may take time, labor, and money to restore turf stands to level of density and health that will ultimately reduce herbicide use and associated costs. For this reason, evaluations of outdoor IPM programs should be done annually for several years to estimate the long-term impact of IPM on maintenance costs and pesticide use.

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