DOCUMENT RESUME ED 472 775 EF 006 203 Fact Sheets on Pesticides in Schools. TITLE National Coalition against the Misuse of Pesticides, INSTITUTION Washington, DC. PUB DATE 2002-00-00 NOTE 17p. AVAILABLE FROM Beyond Pesticides/National Coalition Against the Misuse of Pesticides, 701 E. St., S.E., Washington, DC 20003. Tel: 202- 543 -5450. For full text: http://www.beyondpesticides.org/SCHOOLS/ publications/index.htm. Non-Classroom (055) PUB TYPE Guides EDRS Price MF01/PC01 Plus Postage. EDRS PRICE Educational Facilities Improvement; Environmental Standards; DESCRIPTORS *Pesticides; Physical Environment; *School Buildings; Ventilation *Integrated Pest Management IDENTIFIERS ABSTRACT This document consists of a collection of fact sheets about the use of pesticides in schools and how to reduce it. The sheets are: (1) "Alternatives to Using Pesticides in Schools: What Is Integrated Pest Management?"; "Health Effects of 48 Commonly Used Pesticides in Schools"; (2) "The Schooling of State Pesticide Laws--2002 Update: A Review of State (3) Pesticide Laws Regarding Schools" (Kagan Owens and Jay Feldman); "Ten (4) Myths behind Pesticide-Dependent Pest Management in Schools"; and (5) "Schools Save Money with Integrated Pest Management." (EV) Reproductions supplied by EDRS are the best that can be made from the original document. to N N N 71- 44 Fact Sheets on Pesticides in Schools Beyond Pesticides/National Coalition Against the Misuse of Pesticides 701 E St. SE Washington, DC 20003 202-543-5450 wvvw.beyondpesticides.org 2002 Full texts available at: http://www.beyondpesticides.org/SCHOOLS/publications/index.htm Cr) U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND C) Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS ED CATIONAL RESOURCES INFORMATION CN BEEN GRANTED BY CENTER (ERIC) . , This document has been reproduced as CD received from the person or organization C) originating it. _Kagan_Owe.n_s C) Minor changes have been made to improve reproduction quality. U... TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this 1.1.1 INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. 2 BEST COPY AVAILABLE Alternatives to Using Pesticides in Schools What is Integrated Pest Management? A Beyond Pesticides/NCAMP Fact Sheet A strong integrated pest management (IPM) definition and policy is one of the best ways to minimize or eliminate children's exposure to pesticides while at school. IPM is a term that is used loosely with many different definitions and methods of implementation. IPM can mean virtually anything the practitioner wants it to mean. Beware of chemical dependent programs masquerading as IPM. Integrated Pest Management (IPM) is a program of prevention, monitoring, and control which offers the opportunity to eliminate or drastically reduce pesticides in schools, and to minimize the toxicity of and exi.:)6ure to any products which are used. Education, in the form of workshops, training sessions and written materials, is an for everyone from administrators, maintenance personnel, cafeteria essential component of an IPM program staff and nurses to parents and students. IPM is a managed pest management system that: (a) eliminates or mitigates economic and health damage caused by pests; (b) minimizes the use of pesticides and the risk to human health and the environment associated with pesticide applications; and, (c) uses integrated methods, site or pest inspections, pest population monitoring, an evaluation of the need for pest control, and one or more pest control methods, including sanitation, structural repairs, mechanical and living biological controls, other non-chemical methods, and, if nontoxic options are unreasonable and have been exhausted, least toxic pesticides. The Six IPM Program Essentials Monitoring. This includes regular site inspections and trapping to determine the types and infestation levels of pests at each site. Record-Keeping. A record-keeping system is essential to establish trends and patterns in pest outbreaks. Information recorded at every inspection or treatment should include pest identification, population size, distribution, recommendations for future prevention, and complete information on the treatment action. Action Levels. Pests are virtually never eradicated. An action level is the population size which requires remedial action for human health, economic, or aesthetic reasons. Prevention. Preventive measures must be incorporated into the existing structures and designs for new structures. Prevention is and should be the primary means of pest control in an IPM program. Tactics Criteria. Under IPM, chemicals should be used only as a last resort only, but when used, the least-toxic materials should be chosen, and applied to minimize exposure to humans and all non- target organisms. Evaluation. A regular evaluation program is essential to determine the success of the pest management strategies. 3 How to Implement a School IPM Program Least Toxic Pesticides include: (a) boric acid and disodium octobrate tetrahydrate, (b) silica gels, (c) diatomaceous earth, (d) nonvolatile insect and rodent baits in tamper resistant containers or for crack and crevice treatment only, (e) microbe-based pesticides, (f) pesticides made with essential oils (not including synthetic pyrethroids) without toxic synergists, and (g) materials for which the inert ingredients are nontoxic and disclosed. The term 'least toxic pesticides' does not include a pesticide that is (a) determined by EPA to be a possible, probable, or known carcinogen, mutagen, teratogen, reproductive toxin, developmental neurotoxin, endocrine disrupter, or immune system toxin; (b) a pesticide in EPA's toxicity category I or II; and, (c) any application of the pesticide using a broadcast spray, dust, tenting, fogging, or baseboard spray application. Decision-making Process. Create an IPM decision-making process that draws on accurate, timely infOrmation to make pest prevention and management decisions. Determine the needs of the site, and set "action thresholds;" levels of pest populations at which remedial action is necessary. This will vary depending on the site what type of structure it is, who is using it, and how it is being used. For instance, cafeterias will need to be more pests free than the equipment room. This decision should be made with someone knowledgeable about the pest needing control and the risks of pesticides, someone who does not have a financial interest in selling a pesticide product. Monitor. Implement a monitoring program designed to provide accurate, timely information on pest activity - to establish whether there is in fact a pest problem and to identify its causes. Implement a schedule and a plan for monitoring pest populations and the success of pest control efforts. This will help determine acceptable pest population levels, effective reduction measures, and breach of the action threshold. The best way to monitor for many pests, like cockroaches, is with sticky traps. They should be placed throughout the school structures at many different levels. Set the traps for 24 hours, and then record your results. The traps should be used on a regular schedule, such as monthly. Pest Prevention Practices. Use practices that eliminate the need for hazardous pesticides - changing the conditions to prevent problems, including occupant education, careful cleaning, pest-proof waste disposal, and structural maintenance. Learn about what the specific pest needing control needs to live - food, water, and habitat. Reduce the sources of food and water. For instance, always clean up food and food areas, place food in airtight, sealed containers, dispose of food and food wrappers in sealed garbage containers, repair leaky pipes and faucets, caulk up cracks and crevices, and eliminate clutter whenever possible. Remember that it can take some time for these methods to be effective. Mechanical, Biological, and Least Toxic Controls. If all other methods have failed, and monitoring shows that your pest population is still above your action thresholds, use mechanical traps, such as sticky traps, and biological controls, such as pheromones and parasitic insects. Then, and only then, should you consider spot treatment of the least toxic pesticides. You must weigh the risks associated with the use of a pesticide against the problems caused by the pest. Consider your options carefully, being mindful not to blindly jump at a solution that may have risks without first collecting the facts. 4 If you must use a pesticide, you should the least toxic pesticide available. Boric acid, formulated from a natural mineral, is an effective ant and cockroach stomach poison. When properly applied, it has a relatively low toxicity compared to other pesticides. Further, it does not evaporate into the indoor air of the structure, unlike many other pesticides. Look for boric acid that has less than one percent of inert ingredients, therefore you have a better idea of what you are applying and its risks than with most other pesticides. While boric acid is somewhat slower acting than other materials, it is highly effective over a long period of time. But remember, all pesticides are poisones designed to kill, and should be handled carefully and with respect. Boric acid should be applied only in areas where it will not come in contact with people cracks and crevices, behind counters, and in baseboards. Applicators should wear protective clothing, gloves, and a filter mask. Also see Schools Save Money with IPM. 5 Health Effects of 48 Commonly Used Pesticides in Schools A Beyond Pesticides/NCAMP Fact Sheet . Cancer Reproductive Kidney / Liver Neurotoxicity Birth Defects Pesticide Sensitizer / Irritant Damage Effects --1, r Insecticide r ---1 11 1, 1[ 1', L J I J it, X' X' C Acephate X2 1F 111 Allethrin XT X1 r 1 t X' X' X' Avermectin XI Bendiocarb xr [ j x' x3 Bromacil C 1r r-- xl 7[ x4 x4 k2 Chlorpyrifos 1 11 11 1 II L x' x' x' xl Cyfluthrin 1 Cypermethrin C 1 1:1 IL 1 t. x' x5 x2 Diazinon x5 Pc J J L Dichlorvos x2 C. 2B 1 jj1 x' x' Fenoxycarb B2 x' xl 1[1 1L Fenvalerate L ir IL Hydramethylnon C X2 X2 lL -I, JL x Isophenfos r 1 [ 1 i xi Lamda Cyhalothrin D Xl Phenothrin Ir jj Piperonyl butoxide x5 x5 x6 C X5 (a synergist) FNometon D 71 r L i Propetamphos x2 x' Propoxur B2 Jil X2 JI .)I1 L J 11 [ x' x' X' Pyrethrin XI --, c Tetramethrin L II x2 Trichlorfon XI XI XI JL Herbicides JL IL L x2 Atrazine C, 2B XI X1 X1 1; --E-- x3 jr x8 Bensulide XI. 1,[ j -11- X' X' 2,4-D XI XI X9 XI ir , Iii xm DSMA 1: X2 I [ IL II. _EL I 1 1 Dacthal C XI X3 jj r Dicamba Xi L X1 13 )7t7 '' 711 )77e. 1,1 I I , Diquat Dibromide X3 X3 X3 X3 X3 xT Endothall XI IL I L Glyphosate XI X3 1 X3 Isoxaben C -1 1 , 11 , 1 1 xi X' MCPA " 1 r MCPP X X1 X1 i i xi8 MSMA ., c --,- x' Pendirnethalin :, X 1 1: ,i j : i ,. Pronamide B2 X3 X3 Siduron Beyond Pesticides/ National Coalition Against the Misuse of Pesticides 701 E Street, SE, Suite 200, Washington, DC 20003, (202) 543-5450 voice, (202) 543-4791 fax, [email protected], www.beyondpesticides.org 1 1'. zEsT COTT Health Effects of 48 Commonly Used Pesticides in Schools A Beyond Pesticides/NCAMP Fact Sheet Kidney / Liver Cancer Reproductive Sensitizer / Neurotoxicity Birth Defects Pesticide Irritant Damage Effects r x3 Triclopyr IF iL g3- 1 i X' C Trifluralin X3 X1 r Fungicides X' Benomyl xT Chlorothalonil 1' x' X' Maneb PCNB Sulfur x x'4 P IP x'4 iF Triadimefon ir C x' X' Ziram Xl X1 TOTAL 21 probable or 26 31 16 41 31 possible B2 = EPA weight-of-evidence category, "probable human carcinogen, sufficient evidence in animals and inadequate or no evidence in humans." C = EPA weight-of-evidence category, "possible human carcinogen" rating. D = EPA weight-of-evidence category, "not classifiable as to human carcinogenicity," usually due to inadequate data. 2B = International Agency for Research on Cancer, World Health Organization (IARC) category, the agent (mixture) is possibly carcinogenic to humans. X = Adverse effect demonstrated. 'Extension Toxicology Network (EXTOXNET) Pesticide Information Profiles, ace.orst.edu/info/extoxnet/ghindex.html. 2 California Department of Pesticide Regulation. 3 EPA's Office of Pesticide Program Reregistration Eligibility Decision (RED) Factsheet, www.epa.gov/oppsrrdl/REDs/. 4 EPA's Office of Prevention, Pesticides and Toxic Substances, Revised Risk Assessments on Chlorpyrifos (Released 8/16/00). 5 Environmental Defense Fund, Scoreboard Database, www.scorecard.org/chemical-profiles/. 6 Farm Chemicals Handbook, 2000. 7 New Jersey Department of Health and Senior Services, Hazardous Substances Factsheet. 8 Human Health Risk Assessment for Bensulide, EPA's OPP Health Effects Division. 9 Based on National Cancer Institute epidemiological evidence. I° Material Data Safety Sheet for DSMA, www.horizononline.com/MSDS_Sheets/195.txt. National Library of Medicine, TOXNET, Hazardous Substances Database, http://toxnet.nlm.nih.gov/. 12 Classified under California Department of Pesticide Regulation's Proposition 65. 15 EPA classifies chlorothalonil as a "Likely" carcinogen, under proposed EPA weight-of-evidence category, because the available tumor effects and other key data are adequate to convincingly demonstrate carcinogenic potential for humans. Beyond Pesticides/ National Coalition Against the Misuse of Pesticides 701 E Street, SE, Suite 200, Washington, DC 20003, (202) 543-5450 voice, (202) 543-4791 fax, [email protected], www.beyondpesticides.org EST COPY HAMA LZ 7 The Schooling of State Pesticide 2002 Update Laws A review of state pesticide laws regarding schools By Kagan Owens and Jay Feldman 10 states restrict when or what pesticide may be applied eyond Pesticides surveyed state pesticide laws regard- ing pesticide use in schools in 1998 and 2000. Since in schools; and 16 states recommend or require schools to use 1PM. the report's publication in 2000, six states' have passed laws that address one or more of the following five evaluation These laws are instrumental in improving protections from criteria: (i) restricted spray (buffer) zones to address chemicals school pesticide use. However, to the extent that these laws drifting into school yards and school buildings; (ii) posting signs do not prohibit the use of toxic pesticides around children for indoor and outdoor pesticide applications; (iii) prior written and do not treat pesticide exposure as a public health issue notification for pesticide use; (iv) prohibiting when and where by providing universal prior pesticides can be applied; and, notification of pesticide use, (v) requirements for schools to they all to some degree com- adopt an integrated pest man- promise the protection of agement (IPM) program. children. Massachusetts is These five criteria are essential the only state in the nation ingredients in a program to to prohibit the use of the protect children from pesti- most dangerous pesticides cides used in schools. in and around schools. Al- Although there continues though the Massachusetts' to be growing movement on this issue, including pend- law has some weaknesses, it ing federal legislation, the should be considered, along with Maryland's and Penn- School Environment Protection sylvania's school pesticide Act, pesticide use policies and practices remain defi- laws, a model for other states. cient in the protection of Restricted spray (buffer) zones around children. Without minimum federal standards, the protec- school property tion provided children is uneven and inadequate across the country. Just two-thirds of the states, or 33 states, have Buffer zones can eliminate exposure from spray drift on to school property. In order to adequately protect against drift, adopted pesticide acts and regulations that address the pro- buffer zones should, at a minimum, be established in a 2- tection of children by specifically focusing on pesticide use in, around or near schools. Of these, only 24 states ad- mile radius around the school's property and be in effect at all dress indoor use of pesticides.2 times of the day. Aerial applications should have a larger buffer zone, at least 3 miles encircling the school. Seven states have Beyond Pesticides' survey of state laws regarding pesticide recognized the importance of controlling drift by restricting use in schools shows that: pesticide applications in areas neighboring a school that range 7 states recognize the importance of controlling drift by re- from 300 feet to 2 1/2 miles. stricting pesticide applications in areas neighboring a school; 16 states require posting of signs for indoor school pesti- Posting notification signs for indoor and cide applications and 25 states require posting of signs outdoor pesticide applications for pesticide application made on school grounds; Posted notification signs warn those at the school when and where pesticides have been or are being applied. It is impor- 21 states require prior written notification to students, par- tant to post signs for indoor and outdoor pesticide applica- ents, or staff before a pesticide application is made to schools; tions because of the extensive period of time students and school employees spend at school. Signs posted days before, rather than simply at the time or just after a pesticide application, are This report is the third edition of the report released in Pesticides more protective. Prior posting may enable people to take pre- 2000" (vol- and You, "The Schooling of State Pesticide Laws cautionary action. Because of the residues left behind after an ume 20, no. 2, 2000) and "The Schooling of State Pesticide Laws" application, signs should remain posted for 72 hours. (volume 18, no. 3, 1998). Beyond Pesticides/National Coalition Against the Misuse of Pesticides info ebeyondpesticides.org * www.beyondpesticides.org Washington DC 20003 * 202-543-5450 phone * 202-543-4791 fax 701 E Street, S.E. 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