By C.G. Cezeaux, IPM Coordinator for Spring Independent School District, Houston, TX.  Mr. Cezeaux wrote this article to share his thoughts on the important role of professional organizations in building effective school IPM programs.

Soon after graduating in 1980 from Stephen F. Austin State University with a Masters degree in Mid-management, I was hired as an assistant principal at Spring Independent School District.  Over the next 30 years, I would transition from assistant transportation director, to director of operations, to IPM coordinator.  In 1995, when my supervisor asked me to take on the role of IPM coordinator, I had no idea what the position entailed.  All I knew was that I had to register for a certification course and the closest one was offered through Texas AgriLife Extension Service in Dallas.  At the annual training session, we learned the history of IPM, its importance in schools and how to read pesticide labels including signal words and active ingredients.  This was a wakeup call for me.  I had never heard of some of the chemicals presented at the training.  On my flight home, I knew I had taken on a big responsibility and that an IPM program could have a dramatic impact on the education and health of students and staff in our district.
 
To get my head around how to start an IPM program, my pesticide applicator and I reviewed every piece of paperwork we had, and openly discussed our current practices including monitoring, trapping and spraying.  Though this review was helpful, I still felt lost and in need of guidance and peer support.  After a little searching, I found a fantastic Houston-based association called Gulf Coast Maintenance and Operations (GCMO).  Members of the organization are maintenance and operation directors but also wear other hats such as IPM coordinators and energy managers.  Later I joined the Texas Association of School Business Officials (TASBO), which holds biannual conferences for its members located throughout the state.  This past year, Janet Hurley of Texas AgriLife Extension Service, Tom Ohm of Frisco Independent School District and I formed the first state-wide IPM coordinators organization called Texas Integrated Pest Management Affiliates for Public Schools (TIPMAPS).  We now have local chapters in the Houston, Dallas-Fort Worth and San Angelo areas.  All three organizations have helped me network and given me peer support and hands-on materials.
 
I believe it is essential for IPM coordinators to belong to a professional organization.  Associations like GCMO, TASBO and TIPMAPS provide individuals with opportunities to meet people from school districts of all sizes and all types of organizations from all over the state.  Association membership is about re-energizing old ideas and grasping new ones, learning new skills and sharing opinions with members of your profession.  Without these organizations, we would not have our strong peer networks, the many continuing education opportunities or strong voices on legislation that affects us daily.  I highly recommend that you find a professional organization in your state or region to join.  And remember, you only get out of an organization what you put into it, so look for opportunities to get involved where you can best contribute as well as where you have most to learn.
 
Contacts: C.G. Cezeaux, Spring Independent School District, Janet Hurley, Texas AgriLife Extension, Tom Ohm, Frisco Independent School District.

Eureka Elementary School has serious pest problems including flies, cockroaches, rodents, ants and spiders.  Fortunately these pests are the virtual kind, living inside a new on-line video game designed to teach students and teachers about Integrated Pest Management (IPM).  Developed by University of Nebraska--Lincoln Extension, Pest Private Eye and the Case of IPM in Schools is a valuable addition to any IPM education plan.  The website also includes a teacher's guide with additional activities, lesson plans, pest profiles and a Pest Private Eye comic book. 
 
The game targets fourth through sixth graders.  Players perform a "virtual investigation" of Eureka Elementary, a fictional school.  By learning about and identifying pests, inspecting rooms, picking up and using tools and interacting with school personnel,  the student 'Pest Private Eyes' helps solve the school's pest problems.  A virtual assistant, Penny Poe, helps players navigate the game including presenting important concepts.
 
During play, students learn about and implement various IPM strategies including sanitation by reducing clutter and cleaning up trash, exclusion by screening windows, eliminating access to harborage by sealing holes and to water by fixing leaks, trapping and other least hazardous pesticide options.  By using a magnifying glass when they see a pest, players learn about the importance of identifying a pest before taking action to control it.  Players use a "Pest ID" book to help with identification and can pick up clues about what pests have been observed by speaking with the principal and other school staff.
 
Students learn by using other IPM tools including flashlights, sticky traps, snap traps, bait and trash bags.  During the game, players meet a pest management professional (PMP) who provides his cell phone number, enabling players to "call" for help and hints throughout the game.  In the real world, this interaction with school administration, staff and the PMP represents the teamwork required for a successful school IPM program.
 
Funding for the game was provided by US EPA. Valuable feedback was contributed by pilot participants including libraries, summer 4-H camps and after-school programs.  For more information about Pest Private Eye and the Case of IPM in Schools, including links to a demo, the Teacher's Guide, comic book and other resources, please visit http://schoolipm.unl.edu/pestpi/.   Introduce the game to teachers and students in your school, and start a community-wide discussion on pest management issues and IPM!