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Points
Available

Points
Earned

1. Priority: Action thresholds for key ant pests are defined in the IPM Plan and effectively implemented.

2. When ant problems occur, ants are identified correctly before taking action. Actions are appropriate for the problem ant.

3. When ant problems occur, contributing factors are identified and corrected (e.g., seal cracks or crevices, resolve sanitation problems).

4. Pest management roles communicated at least annually to maintenance and food preparation/serving staff include preventative sanitation, prompt reporting of ant problems, and killing or removing lone, wandering ant "scouts" whenever they are spotted in buildings.

5. Non-bait insecticides are used for ants only at the nest. If ants are managed effectively without non-bait insecticides, score as N/A.

6. Insecticide baits (If ants are managed effectively without baits, score 6a.-e.as N/A):

a) are used only against species for which baiting has been shown to be effective (e.g., Harvester and Pharaoh Ants; plus Argentine, Big Headed, Ghost, Little Black, Odorous House, Pavement, Pyramid, Small Honey Ants if nests cannot be located; and not Carpenter or large Yellow Ants; these may change as new baits become available);

b) a thorough inspection is undertaken to ensure that baits are placed along all active trails as close to the nest as possible (including outside the building, inside electrical outlets and fixtures, etc.); 

c) Bonus: are checked for feeding within 48 hours of placement, and replaced with an alternate bait if no feeding activity occurs;

d) are replenished as long as feeding activity persists; and 

e) ants are denied access to all alternate food sources during baiting programs. 

7. Priority: Reduced-Impact or Least-Impact Options are the only methods used for ant management.

8. Bonus: Pest Manager can identify pest ants common to the region on sight (e.g., Big-Headed Ant, Argentine Ant, Fire Ant, Odorous House Ant, Pavement Ant, Pharaoh Ant, Thief Ant), and knows their typical nesting sites.

9. Bonus: Teachers incorporate IPM for ants into curricula and/or class projects.

10. Least-Impact Options are the only methods used for ant management.

Total Points Available for Ant Management
Total Points Not Applicable
Total Points Earned for Ant Management

_____

_____

Section 5. Birds
[  ] NOT APPLICABLE (Check here if birds are not a problem requiring action in your school and proceed to the next section.) 

Points
Available

Points
Earned

1. Priority: Persons handling bird traps, inspecting bird roosts, cleaning bird mess or removing bird nests are trained in proper hygiene and wear appropriate protective gear. 

2. Priority: Action thresholds for key bird pests are defined in the IPM Plan and effectively implemented.

3. When bird problems occur, birds are identified correctly before taking action. Actions are appropriate for the problem bird.

4. When bird problems occur, contributing factors are identified and corrected (e.g., roosts on buildings or trees on school grounds are modified with repellant gels, spikes, pruning, etc.).

5. Traps or other surfaces contaminated with bird droppings are properly disinfected or disposed of.

6. Methods that result in harm to birds (toxic baits, lethal traps) are used only by certified applicators and only after non-lethal methods (exclusion, repellants) have been proven ineffective. If birds are managed effectively with non-harmful methods only, score as N/A.

7. Pest management roles communicated at least annually to building staff include prompt reporting of bird problems and personal health issues regarding bird droppings.

8. Priority: Reduced-Impact or Least-Impact Options are the only methods used for problem bird management.

9. Roost modification (e.g., with netting, sticky gels, wire, spikes, tree pruning, nest removal, etc.) is undertaken prior to or after nesting season, unless there is an immediate health concern (e.g., nesting in or near vents, accumulation of fecal matter).

10. Roosting surfaces to be modified are thoroughly cleaned prior to application of netting, gels, wires or spikes.

11. Bonus: Pest Manager can identify problem birds commonly found in the region on sight (e.g., geese, gulls, pigeons, sparrows, starlings, woodpeckers).

12. Bonus: Teachers incorporate IPM for problem birds into curricula and/or class projects.

13. Least-Impact Options are the only methods used for problem bird management.

Total Points Available for Bird Management
Total Points Not Applicable
Total Points Earned for Bird Management 

_____

_____

Section 6. Cockroaches
[ ] NOT APPLICABLE (Check here if cockroaches are not a problem requiring action in your school and proceed to the next section.) 

Points
Available

Points
Earned

1. Priority: Action thresholds for key cockroach pests are defined in the IPM Plan and effectively implemented. 

2. When cockroach problems occur, the problem cockroach is identified before taking action. Actions are appropriate for the problem cockroach. 

3. When cockroach problems occur, contributing factors are identified and corrected (e.g., seal cracks or crevices, drill and treat hollow walls).

4. Priority: An inspection/monitoring program for cockroaches is specified in the IPM Plan and implemented to detect problems early and indicate cockroach movement patterns and potential infestation sources.

5. If non-bait insecticide applications are used, insecticides are not permitted to come in contact with monitoring traps or surfaces near traps. If cockroaches are managed effectively without non-bait insecticides, score as N/A.

6. Pest management roles communicated at least annually to maintenance and food preparation/maintenance staff include preventative sanitation and prompt reporting of cockroach problems.

7. Public health officials involved in regulating and inspecting food preparation and serving areas in schools are made aware of the school's IPM Policy, IPM Plan and cockroach monitoring procedures.

8. Priority: Reduced-Impact or Least-Impact Options are the only methods used for cockroach management.

9. Bonus: Pest Manager can identify cockroaches common to the region on sight (e.g., American, Australian, Brown-Banded, German, Oriental).

10. Bonus: Teachers incorporate IPM for cockroaches into curricula and/or class projects.

11. Least-Impact Options are the only methods used for cockroach management.

Total Points Available for Cockroach Management
Total Points Not Applicable
Total Points Earned for Cockroach Management

Section 7. Fleas 
[ ] NOT APPLICABLE (Check here if fleas are not a problem requiring action in your school and proceed to the next section.)

Points
Available

Points
Earned

1. Priority: Action thresholds for fleas are defined in the IPM Plan and effectively implemented. 

2. When flea problems are confirmed, contributing factors are identified and corrected (e.g., rodent or wildlife problems are resolved, domestic animal access is restricted, classroom pets are checked for fleas).

3. Pest management roles communicated at least annually to school staff working with classroom pets include preventative sanitation and prompt reporting of flea problems.

4. Priority: Reduced-Impact or Least-Impact Options are the only methods used for flea management.

5. When flea problems occur, affected areas are cleared of clutter. These areas are vacuumed daily, with special attention to difficult locations where dust and dirt accumulate that may harbor flea larvae: cracks and crevices, junctions of floor and walls, under furniture, in closets, and window sills and shelves near classroom pets or lab animals. After vacuuming, vacuum bags are sealed and removed from the premises.

6. Bonus: When flea problems persist in buildings, fleas are identified to species to help determine the source of the problem.

7. Bonus: Teachers incorporate IPM for fleas into curricula and/or class projects.

8. Least-Impact Options are the only methods used for flea management.

Total Points Available for Flea Management
Total Points Earned for Flea Management

Section 8. Flies, Gnats & Midges

Points
Available

Points
Earned

1. Priority: Action thresholds for key fly, gnat or midge pests are defined in the IPM Plan and effectively implemented. 

2. When fly, gnat or midge problems occur, the problem pest is identified before taking action. Actions are appropriate for the problem pest.

3. When fly, gnat or midge problems occur, contributing factors are identified and corrected (e.g., repair leaking drains, repair/install screens and vent filters, allow potted plant soil to dry out between waterings for fungus gnats, correct breeding sites for fruit flies, etc.).

4. Pest management roles communicated at least annually to maintenance and food preparation/serving staff include preventative sanitation and exclusion, and prompt reporting of fly, gnat or midge problems.

5. If fly traps are used for monitoring or population suppression (If flies are managed effectively without traps, score as N/A):

a) these are permitted for use where children are present (check label);

b) are serviced properly (e.g., sticky boards or tapes are replaced when dry or fly-covered, ensure baits are not used as fly breeding sites); 

c) outdoor, baited traps are placed as close to breeding areas as possible, and 

d) all traps are placed away from building entrances. 

6. Public health officials involved in regulating and inspecting food preparation and serving areas in schools are made aware of the schools IPM Policy, IPM Plan and pest fly monitoring procedures.

7. Fly specks are not allowed to accumulate on walls, windows, ceilings, drains, etc., indoors or out.

8. Surfaces with fly specks are thoroughly cleaned with water plus detergent to remove any residual odor.

9. Priority: Reduced-Impact or Least-Impact Options are the only methods used for fly, gnat or midge management.

10. Any fruit left unrefrigerated for ripening is placed in container that does not allow fruit fly access (e.g., a paper bag with top sealed by folding and clipping with clothespin or paper clip). If fruit is not left unrefrigerated, score as N/A.

11. Dumpsters or other outside trash storage containers are positioned so as to avoid drawing flies to building entrances.

12. Soil around dumpsters or dumpster pads is regularly inspected for liquid-soaked, odorous areas where flies may breed. These areas are scraped and soil collected, sealed in a plastic bag and disposed of. 

13. Where flies are a persistent problem, frequently used entrances are equipped with vertical plastic strip barriers, fans directing air down and out, or "air walls" that allow human access but prevent fly entry. If flies are managed effectively without these, score as N/A. 

14. Indoor and outdoor lighting is shielded, of a color less attractive to insects than white, or placed at a sufficient distance from building entrances to avoid drawing flying insects into buildings.

15. Bonus: Pest Manager can identify fly, gnat and midge pests common to the region on sight (e.g., blow flies, bottle flies, cluster flies, dump flies, fruit flies, houseflies, phorid flies; fungus gnats).

16. Bonus: Teachers incorporate IPM for flies, gnats and midges into curricula and/or class projects.

17. Least-Impact Options are the only methods used for fly, gnat or midge management.

Total Points Available for Fly, Gnat and Midge Management
Total Points Not Applicable
Total Points Earned for Fly, Gnat and Midge Management

Section 9. Head Lice

Points
Available

Points
Earned

1. Priority: School rooms are never treated with pesticides for head lice.

2. Priority: When head lice are detected, all children in the classroom are checked for lice and any students found infested are sent home with a minimum of disruption until free of lice and nits. 

3. Parents of all children in classrooms where lice infestations are found are provided with information on lice detection and treatment.

4. Priority: Pest management roles communicated to teaching staff of grades six and below include prompt reporting of head lice infestations and instructing students to avoid head-to-head contact.

5. An annual head lice check is conducted at the beginning of each school year for students of grades six and below.

6. Sleeping mats or towels brought by students from home to school are individually labeled and not shared, and sent home regularly for washing. If sleeping mats or towels are not used, score as N/A.

7. Students are provided with a way to store coats, hats and scarves is such a way that they are not in contact with those of other students, e.g., adequately spaced coat hooks, cubbies, or labeled plastic bags.

8. Communications to parents when head lice are detected caution against:

a) ineffective and/or dangerous treatments (e.g., pesticide treatment of homes, use of shampoos containing lindane, folk remedies such as gasoline or kerosene treatment of hair);

b) use of over-the-counter or prescription treatments at greater than the recommended dose or frequency;

c) treating children not infested with live head lice or viable eggs; and

d) include information on manual removal of lice and nits.

9. Bonus: Teachers incorporate IPM for head lice into curricula and/or class projects.

10. Information on head lice prevention, detection and reporting, and the school's policy on head lice management is sent home with children at the beginning of each school year.

Total Points Available for Head Lice Management
Total Points Not Applicable
Total Points Earned for Head Lice Management

Section 10. Microbial Pests

Points
Available

Points
Earned

1. Priority: Tasks requiring cleaning are clearly distinguished from disinfecting tasks.

2. Priority: Products used for routine cleaning do not contain disinfectants.

3. Priority: When use of a disinfectant is appropriate, the product is used according to all label regulations and instructions.

4. Priority: Staff who use cleaning and disinfecting products are adequately trained in appropriate use.

5. Priority: Cleaning and disinfecting products are stored in secure areas inaccessible to children

6. Custodial cleaning and disinfectant products are evaluated and selected on the basis of environmental and public health criteria related to their active ingredients, as well as performance and cost.

7. Custodial product suppliers are required to submit information on inert ingredients in addition to active ingredients, and this information is used in the evaluation process.

8. Custodial product suppliers are required to certify that no ingredients are used which require reporting under the US EPA's Superfund Amendments and Re-authorization Act (floor care products and metal polishes may be exempted from this requirement).

9. Bonus: Teachers incorporate IPM for microbial pests into curricula and/or class projects.

10. Bonus: Custodial products in aerosol cans are not used (except graffiti-removal products).

Total Points Available for Microbial Pest Management
Total Points Earned for Microbial Pest Management

Section 11. Mosquitoes 
[ ] NOT APPLICABLE (Check here if mosquitoes are not a problem requiring action in your school and proceed to the next section.) 

Points
Available

Points
Earned

1. Priority: Action thresholds for key mosquito pests are defined in the IPM Plan and effectively implemented. 

2. An inspection/monitoring program for standing water and/or mosquito larvae and adults is specified in the IPM Plan and implemented to detect and correct problem sites early.

3. When mosquito problems occur, the problem mosquito is identified before taking action. Actions are appropriate for the problem mosquito.

4. When mosquito problems occur, contributing factors are identified and corrected (e.g., repair/install screens and vent filters; correct standing water on building roofs, in gutters, drainage sumps or channels, or on school grounds in items that collect water such as tarps, equipment, cans, etc.).

5. Pest management roles communicated at least annually to maintenance staff include prompt reporting and/or correction of standing water, mosquito problems and safe and effective use of repellants (e.g., as per EPA recommendations).

6. Public health officials involved in regulating and inspecting mosquito management in schools are made aware of the school's IPM Policy, IPM Plan and mosquito monitoring procedures.

7. Priority: Reduced-Impact or Least-Impact Options are the only methods used for mosquito management.

8. Bonus: Pest Manager can identify mosquitoes common to the region on sight (e.g., Asian Tiger Mosquito, Common Malaria Mosquito, House Mosquito, Yellow-Fever Mosquito).

9. Bonus: Teachers incorporate IPM for mosquitoes and information on diseases vectored by mosquitoes into curricula and/or class projects.

10. Least-Impact Options are the only methods used for mosquito management.

Total Points Available for Mosquito Management
Total Points Earned for Mosquito Management

Section 12. Occasional Invaders: Bats, Booklice, Centipedes, Firebrats, Millipedes, Mites, Scorpions, Silverfish, Snakes, Spiders, Ticks
[ ] NOT APPLICABLE (Check here if these pests are not a problem requiring action in your school and proceed to the next section.) 

Points
Available

Points
Earned

1. When problems with occasional pests occur, the pest is identified before taking action. Actions are appropriate for the problem pest.

2. Contributing factors are identified and corrected (e.g., repair/install door sweeps, modify nesting sites, adjust humidity, cut high grass, etc.).

3. Action thresholds and monitoring for occasional pests encountered more than once per year are specified in the IPM Plan and implemented.

4. Pest management roles communicated to maintenance staff at least annually include prompt reporting of occasional pest problems, humane removal of harmless invaders, and injury prevention and first aid procedures for potentially dangerous pests.

5. Priority: Reduced-Impact or Least-Impact Options are the only methods used for occasional invader management.

6. Bonus: Pest Manager can identify occasional invaders common to the region on sight.

7. Bonus: Teachers take advantage of encounters with occasional pests to educate students on the organisms biology, disease vector potential, behavior, and/or beneficial aspects.

8. Least-Impact Options are the only methods used for occasional invader management.

Total Points Available for Occasional Invader Management
Total Points Earned for Occasional Invader Management

Section 13. Rodents: Mice, Rats

Points
Available

Points
Earned

1. Priority: Persons handling rodent traps or bait stations or inspecting suspected harborages (e.g., crawl spaces, attics):

a) are trained in public health risks and proper hygiene; and

b) wear appropriate protective gear. 

2. Traps, bait stations or other surfaces contaminated with rodent urine or feces are properly disinfected or disposed of.

3. Priority: Action thresholds for key rodent pests are defined in the IPM Plan and effectively implemented. 

4. Priority: Rodenticides are used only by personnel fully trained in bait selection (coagulant vs. anticoagulants, blocks vs. pellets vs. grain-based, tracking powders, etc.) and use of tamper-resistant bait stations. If rodents are managed effectively without rodenticides, score as N/A.

5. When rodent problems occur, the problem rodent is identified correctly before taking action. Actions are appropriate for the problem rodent.

6. When rodent problems occur, contributing factors corrected (e.g., exclusion, sanitation, modify habitats, etc.).

7. Bonus: Traps used for rodent monitoring or management are checked daily and any trapped rodents still alive are disposed of in a humane manner. If rodents are managed effectively without traps, score as N/A.

8. Pest management roles communicated to maintenance and food preparation/serving staff at least annually include prompt reporting of rodent problems.

9. Priority: Snap traps, if used for rodents, are placed only in areas not accessible to children (e.g., locked storage rooms) or in locked, tamper-resistant containers securely attached to the floor, ground or wall so that the container cannot be picked up or moved. If rodents are managed effectively without snap traps, score as N/A.

10. Inspections for rodents include examining school grounds for food sources (e.g., edible plants, fallen fruit and nuts, animal feces) and stretches of dense vegetation or tall ground cover that allow rodents to travel long distance under cover. If signs of rodent feeding or activity are found, these conditions are corrected.

11. Priority: Reduced-Impact or Least-Impact Options are the only methods used for rodent management.

12. Bonus: Pest Manager can identify rodents common to the region on sight (e.g., Deer, House, White-Footed Mice; Norway, Black, Roof Rats).

13. Bonus: Teachers incorporate IPM for rodents into curricula and/or class projects.

14. Least-Impact Options are the only methods used for rodent management.

Total Points Available for Rodent Management
Total Points Not Applicable
Total Points Earned for Rodent Management

Section 14. Stinging Insects: Ants, Bees, Wasps

Points
Available

Points
Earned

1. Priority: Stinging insect nests that can be disturbed by children are destroyed. 

2. Any nest destruction, treatment or removal is conducted by a licensed professional wearing appropriate protective equipment when children are not present. Gasoline, oil or other materials not labeled for this use are not used.

3. Priority: Action thresholds for key stinging insect pests are defined in the IPM Plan and effectively implemented. 

4. When stinging insect problems occur, the problem pest is identified before taking action. Actions are appropriate for the problem pest. 

5. When stinging insect problems occur, contributing factors are identified and corrected (e.g., seal cracks or crevices, repair screens, resolve sanitation problems, remove nests).

6. Monitoring and inspection for stinging insects (e.g., yellowjackets) begins early in the season and actions are taken as soon as predetermined action thresholds are exceeded to prevent buildup of stinging insect populations.

7. Pest management roles assigned and communicated at least annually to school staff include prompt reporting all stinging insect nests sited on school grounds.

8. If traps are used for stinging insect management, traps are placed out of reach of children and are in place only during times of the year when stinging insects are present. Reusable traps are cleaned before end-of-season storage. If stinging insects are managed effectively without traps, score as N/A.

9. Priority: Reduced-Impact or Least-Impact Options are the only methods used for stinging insect management.

10. At the start of each yellowjacket season, school staff are informed about stinging insect management including safety, how to obtain first aid, reporting and sanitation.

11. Plants attractive to yellowjackets (e.g., fruiting trees and shrubs) are not planted near school entrances or are removed and replaced with non-attractive plants.

12. Outdoor consumption of food or drinks attractive to yellowjackets is not permitted during yellowjacket season.

13. Trash and recycling cans on school grounds have spring-loaded door access to restrict yellowjacket access. 

14. Cans are emptied frequently to prevent accumulated trash from blocking door closure. 

15. Dumpsters and adjacent areas are maintained in clean condition.

16. Problem honeybee nests are physically removed from buildings or school grounds without use of pesticides by a professional apiculturist. If problem nests have not occurred, score as N/A.

17. After removal of nests from buildings, structural modifications (e.g., cracks are filled, damaged wood is replaced, wall voids are filled) are made to prevent reinfestation. If problem nests have not occurred, score as N/A.

18. Bonus: Pest Manager can identify common stinging and related non-stinging insects and nests on sight (e.g., Velvet Ant, Fire Ant; Bumble Bee, Carpenter Bee, Honey Bee; Bald-Faced Hornet, Mud-Dauber Wasp, Paper Wasp, Yellowjacket).

19. Bonus: Teachers incorporate IPM for stinging insects into curricula and/or class projects.

20. Least-Impact Options are the only methods used for stinging insect management.

Total Points Available for Stinging Insect Management
Total Points Not Applicable
Total Points Earned for Stinging Insect Management

Section 15. Stored Product Pests: Moths, Beetles
[ ] NOT APPLICABLE (Check here if these pests are not a problem requiring action in your school and proceed to the next section.) 

Points
Available

Points
Earned

1. Priority: Comprehensive building inspections include examining carpets; stored food, fabric and leather goods; insect, bird and animal specimens; closets, cabinets and other storage areas; and other potential food sources and harborages.

2. When stored product pest problems occur, the problem pest is identified before taking action. Actions are appropriate for the problem pest.

3. When problems occur, contributing factors corrected (e.g., modify storage, remove and disposed of unneeded stored products, etc.).

4. Incoming shipments of dried fruit, flour, nuts, grains, bird or animal specimens or other products at high risk products are inspected for signs of infestation on delivery. Infested products are returned to the shipper.

5. Carpets, fabrics, leather goods, are thoroughly inspected and cleaned before storage, and stored in moth and beetle-proof packaging if possible. If pest-proof storage is not possible, stored items are re-inspected and shaken, brushed or aired out at least twice annually. Stored bird and animal specimens are carefully inspected before storage.

6. Priority: Reduced-Impact or Least-Impact Options are the only methods used for stored product pest management.

7. Stored dried fruit, vegetables, flour, grains, cereals, nuts, bird seed, pet food and other susceptible foods are refrigerated or in tightly sealed metal or glass containers with rubber seals on lids.

8. Communications to teachers include proper storage of these materials (listed in #7) if used and stored in classrooms.

9. Bonus: Pest Manager can identify major stored product pests common to the region on sight (e.g., Angoumois Grain Moth, Casemaking Clothes Moth, Indian Meal Moth, Mediterranean Flour Moth, Webbing Clothes Moth; Black Carpet Beetle, Black Larder Beetle, Common Carpet Beetle, Drugstore Beetle, Flour Beetles, Hide Beetle, Larder Beetle, Varied Carpet Beetle, Warehouse Beetle).