Tom A. Green, Dawn H. Gouge, & Marc L. Lame, June 2009. Contacts:  Monroe Model - Dr. Marc Lame, Indiana University; mlame@indiana.edu  Regional Working Groups Dr. Dawn Gouge, University of Arizona, dhgouge@ag.arizona.edu  IPM STAR - Dr. Thomas Green, IPM Institute of N.A, ipmworks@ipminstitute.org IPM implementation by 2015, a Pest Management Strategic Plan. Development of the SCHOOL IPM 2015: A Strategic Plan for Integrated Pest Management in Schools in the United States is a stakeholder-driven activity that involves university faculty, pest management professionals, advocacy organizations, other NGOs, school, and federal professionals. http://www.ipminstitute.org/school_ipm_2015.htm The school IPM pest management strategic plan (PMSP) identifies priorities identified and ranked by a diverse group of stakeholders, lists key sectors, and their roles in fully implementing IPM in all schools by 2015. The plan describes a process for changing behavior on a broad scale, and details key prevention practices and strategies for common pests in schools. The PMSP defines indicators for high-level IPM. Numerous studies and surveys over the past 13 years have documented deficiencies in pest management in schools including hazardous pesticide use and uncontrolled pest problems. On-site evaluations of more than 29 school systems in more than 14 states indicated that nearly half were violating legal requirements or formal district policies related to pest management (Green et al., 2007) Three of the 29 districts had outdated, unregistered pesticides in storage, including DDT. Asthma is epidemic among children in the United States and other countries, affecting nearly 6 percent of school children nationally, with rates as high as 25 percent in at least one urban center (Nicholas et al., 2005). Exposure to pests, pet dander, cockroach allergens, dust mites, fungal spores, and some pesticides, trigger asthma attacks. The Centers for Disease Control recommends reducing pest infestations and adopting IPM in schools as effective primary strategies for addressing asthma. Schools implementing IPM had lower pesticide residues on exposed surfaces, and costs for pest management were comparable to schools receiving regular pesticide applications (Williams et al. 2005). Gouge et al. (2006) evaluated the use of the Monroe Model for establishing IPM in Schools. The model has been used in pilot programs nationally and combines social science innovation adoption strategy, with the science of progressive pest management. The model has resulted in districts with improved efficiency, and communication, as well as significantly better pest management and over-all risk reduction. The IPM Institute of North America’s IPM STAR school certification is a third-party certification program which, to date, has certified 42 school districts and US Army child development centers. For a complete list, visit http://ipminstitute.org/IPM_Star/ipmstar_schools.htm#School The Monroe Model is named after the first demonstration done in Monroe County, Indiana. Key factors to the success of the Monroe Model include: o Scouting out well managed school districts where the model can have the most success. o Recognizing custodial staff as key personnel in any environmental health program. o Informing parents and teachers about IPM. o Inspections and monitoring for pests and pest conducive conditions on a monthly basis. o Supporting school administrators, parents, and staff during IPM implementation. o Offering technical support and evaluating the process, assessing the percentage of compliance, pesticides used, money spent, etc. o Recognizing school districts when they incorporate real IPM into their districts. o Professionalizing pest managers as IPM experts key to environmental health and safety.