North Central NRCS and IPM Working GroupGrower Incentives for

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					Project Title: Conservation Activity Plans: An Opportunity for IPM. Subaward Agreement
#2007-04967-24, Grant Code A4151

State of PI (Project Director): Wisconsin

PI Name and address:
Thomas A. Green, Ph.D.
4510 Regent Street
Madison, WI 53705

Funding amount:
$10,000.00

Start Date:
07/01/2009

Duration:
Eight and a half months; ending 03/14/2010

Organization funded:
IPM Institute of North America, Inc.

Summary/justification of project:
The Natural Resources Conservation Service (NRCS) launched a Conservation Activity Plan
(CAP) pilot program for FY 2009. The plan provides a 75% cost share to producers for
preparation of CAPs by qualified, private-sector Technical Service Providers (TSPs). Integrated
Pest Management (IPM) is one of the eleven plan types included in the pilot. Our new national
CAPs working group proposed the development of a work plan to facilitate effective
participation in the CAPs, including training private-sector TSPs to meet the new requirements to
write CAPs, determine realistic cost shares to attract private-sector TSPs, create an outreach plan
to increase awareness, develop model IPM CAPs and evaluate pilot results and recommend
improvements. Our work plan directly addresses Center priorities including: provide training for
Federal, state and county agencies and conservation programs, address environmental and risk
assessments of IPM practices and address key impediments to IPM adoption.



   Objectives
   1. Create a new national working group focusing on CAPs infrastructure development
      to maximize opportunities for IPM. We established a national working group for
      NRCS CAPs and IPM in June of 2009. The group consists of eighty members including
      Federal and State level NRCS staff, crop advisors, extension staff, IPM experts and
      others (Appendix A). The IPM Institute hosted eight conference calls between the
      months of June 2009 and October 2009, including two large group calls and six calls of
      three sub-committees. All notes for the calls are posted on the working group website:
                                                                                                 1
       www.ipminstitute.org/ipmcaps which also provides resources and information for those
       interested in becoming IPM CAPs certified TSPs, growers interested in utilizing the
       program, State TSP Coordinators and NRCS officials.
   2. Identify and recruit TSPs, potential TSPs and producers to participate in the CAPs
      pilot. Individual states determine which CAPs they will provide cost sharing for on an
      annual basis. The initial deadline for states to choose their IPM CAPs for 2010 was
      November 18, 2009. This deadline prompted the working group to shift focus from
      recruiting producers and TSPs to ensuring CAPs availability in as many states as
      possible. The Working Group launched a campaign to encourage state NRCS officials to
      choose IPM as one of their CAPs. Letters were sent to each state’s NRCS state
      conservationists and TSP coordinators urging them to choose IPM CAPs.
   3. Provide adequate incentives to attract private-sector TSPs. The Working Group
      website is fundamental in informing TSPs of the various incentives available to them via
      IPM CAPs including, earning greater cost-sharing dollars than from EQIP 595 IPM plans
      and creating more business opportunities and new relationships for private-sector
      consultants. The website also simplifies the process of certification by providing training
      opportunities and guides to interpret NRCS requirements, information on locating local
      state TSP coordinators and navigating other NRCS resources.
   4. Develop training curriculum and support materials and train private-sector
      consultants to qualify as TSPs and write effective CAPs, and producers to
      participate in the CAPs pilot. In collaboration with the NRCS and University of
      Wisconsin Extension, IPM Institute led a subcommittee in the development of the IPM
      CAPs training curriculum (Appendix E). Due to the varying qualifications of potential
      participants, the Working Group also held an introductory training session to cover
      NRCS requirements for certification.
   5. Develop and model IPM CAPs. The IPM Institute created a sample IPM CAP for a
      Minnesota orchard. An early draft (Appendix B) was used as a teaching tool at an IPM
      CAPs training session in Florida and a final version has been posted to the website as a
      resource for TSPs working to develop new plans.
Outputs/Deliverables: Seven Certified Crop Advisors (CCA’s) attended a training session on
January 19, 2010 as a part of the National Alliance of Independent Crop Consultants (NAICC)
meeting in Orlando, Florida. Trainers for the event included Tim Pilkowski, Maryland NRCS;
Mark Parsons, NRCS; Thomas Green, IPM Institute of North America, Inc; Steve Boetger,
Florida NRCS (Training agenda Appendix C). Participants noted an increased understanding of
the certification process in the evaluations following the training (Appendix D). Thomas Green,
Mark Parson and Tim Pilkowski also presented an additional introductory session on IPM CAPs
at the conference that was well attended
Outcomes: Due to Working Group efforts, 13 states chose IPM as one of their Conservation
Activity Plans: California, Indiana, Maine, West Virginia, Rhode Island, New Jersey,
Pennsylvania, Florida, New York, Massachusetts, North Carolina, Arizona and New Hampshire.
Additional states may be offering IPM CAPs in 2010, but are not listed here. The deadline for
choosing CAPs was extended indefinitely, and there is no centralized reporting within the NRCS
for states to submit their selections. Maryland and Delaware have committed to choosing IPM
CAPs in 2011. TSP Coordinators in these states cited lack of trained TSPs for their decision to

                                                                                                 2
put off offering IPM CAPs until 2011. Both states intend to host training sessions in 2010 to
certify TSPs.
Impacts: This project has resulted in improved collaboration among Federal and State level NRCS
staff, crop advisors, extension staff, IPM experts and others. Collectively, we’ve increased
awareness of IPM CAPs incentives and access to information and tools to make certification for TSPs
achievable and applicable.
Keywords: Technical Service Provider (TSP), TSP Coordinator, Conservation Activity Plans (CAPs),
Integrated Pest Management CAPs (IPM CAPs), Integrated Pest Management (IPM), Private-sector
Technical Service Provider (TSP), Certified Crop Advisor (CCA), collaboration, training, curriculum,




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Appendix A: List of working group members


                    National IPM CAPs Working Group:
                              Current Members

                                                                           Sub-
      Name                           Association                        Committee(s)
Aaron Malek            Glades Crop Care
Alan Forkey            CA NRCS
Alejandro Badilles     Northern Marianas College-CREES
Alice Begin            ME NRCS
                       National Alliance Independent Crop Consultants
Allison Jones          (NAICC)                                          FA, TC
                       National NRCS Analyst/Environmental
Andrea Clarke          Physiologist/Economist                           TC
Angel Figueroa         NRCS Acting Associate Deputy Chief
                       National Sustainable Agricultural Coalition
Ariane Lotti           (SAC)                                            FA
Barbara Eggers         NRCS Acting National TSP Coordinator             TC
Barbara Jansen         NRCS WI TSP Coordinator                          FA
Barry Wilk             Scientific Methods, Inc.
Benjamin
Smallwood              National NRCS Pest Management Specialist         EI
Bill Daily             NV TSP State Coordinator
Bill Kuenstler         National NRCS Conservation Agronomist            EI
Bill Yamartino         ME NRCS
Bob Nowierski          CSREES National Program Leader/ IPM Cubed        EI
Bob Fry                CA NRCS                                          FA
Bradley Schwab         Agriculture Consulting Services
Brandon Smith          NH NRCS
Brenna Wanous          IPM Institute                                    FA, EI, TC
Brian Boerman          Agriculture Consulting Services
Carrie Koplinka-
Loehr                  Northeastern IPM Center                          TC
Charlie Mellinger      Glades Crop Care
Chris Hartley          CA NRCS                                          FA, EI, TC
Chris Jones            ME NRCS
                       Cornell University Vegetable IPM Coordinator,
Curt Petzoldt          NYS IPM Program
David Biddinger        Penn State University                            TC

                                                                                     4
David Buland         NRCS-National Tech Support Center             FA
David Lamm           NRCS-National Tech Support Center             FA
Diane Holcomb        CA NRCS
Ed Rajotte           Penn State University                         FA
Ferd Hoefner         National Sustainable Agricultural Coalition
Frank Clearfield     NRCS-National Tech Support Center
Gene Hardee          NRCS-National Tech Support Center
Glen Koehler         ME Extension                                  EI
Heather Darby        VT Extension
Heather Faubert      RI Extension                                  EI
Ingrid West          WI Extension                                  EI, TC
James P. Cuda        University of Florida-IFAS
James Peck           ConsulAgr, Inc.
Jim VanKirk          Southern IPM Center
John Richman
Jon Field            WI NRCS
Jonathon Rausch      OH Extension
Joseph Bagdon        NRCS Pest Management Specialist               FA, TC
Kathy Murray         ME USDA                                       TC
Kevin Erb            WI Extension
Lauchlin Titus       TSP
Luther Smith         Certified Crop Advisor (CCA)
Lynnae Jess          North Central IPM center
Mark Ascerno         IPM Cubed
Mark Goodson         PA NRCS
Mark Parson          NRCS EQIP Specialist
Michael Moorman      RI NRCS
                     Cooperative State Research, Education and
Martin Draper        Extension Services (CSREES)
Pat Cimino           EPA Office of Pesticide Programs              EI
Pat Murphy           WI NRCS
Paul Guillebeau      University of Georgia
Paul Jepson          Oregon State University                       EI
Paul Miles
Pete Goodell         UC Statewide IPM Program
Raymond D.
Coltrain             TSP                                           TC
Richard Casagrande   RI IPM State Coordinator                      EI
Richard Fasching     OR NRCS                                       FA
Rick Melnicoe        Western IPM Center
Seth Dibblee         Strategic Ag Initiative Coordinator           EI


                                                                            5
Stan Winslow        NAICC                                            EI
Stephen Kemmerle    DE NRCS Agricultural Economist                   FA
Stephen Shine       MI Department of Agriculture
Sue Ratcliffe       North Central IPM Center                         TC
Suzanne Stevenson   US EPA
Tim Beard           National NRCS EQIP Program Manager
Tim Pilkowski       MD NRCS                                          FA, TC
Tom Akin            MA NRCS
Tom Green           IPM Institute                                    FA, TC
Tom Kemp            International Certified Crop Consultant (ICCA)
Tom Royer           OK IPM Coordinator
Tony Bailey         IN NRCS
Virgil Helm         TSP California                                   FA
William O'Donnell   WV NRCS




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Appendix B: Model IPM CAP


                    Sample NRCS
             Integrated Pest Management
              Conservation Activity Plan
                             Activity Code No. 114

               Draft prepared by the IPM Institute with support from
            the North Central and Northeastern IPM Centers – 01/18/10

Client Information
Name: ____________________________
Address: __________________________
City: _____________________________
St. ________ zip ____________________
Phone: ____________________________
Acres covered in plan: _______________



Technical Service Provider Information
Name: ____________________________
Address: __________________________
City: _____________________________
St. ________ zip ____________________
Phone: ____________________________




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Client Signature: ____________________________________________ Date:
_____________
TSP Signature: _____________________________________________ Date:
_____________
NRCS Acceptance: __________________________________________ Date:
_____________




                                      8
Background and Site Information
Operator Information
Operator name: __________________________
Farm number: ___________________________
Tract number: ___________________________
Crop rotation: ___________________________

Site Overview, History and General Management
The 160 acre farm and including 22 acres of orchards is located in Rice County
Minnesota. The property has a mix of orchard blocks, crop land, hay/pasture land and
mixed hardwoods. A stream is present on the property and a site that was believed to be
a winter encampment used by Native Americans adds unique historical and cultural value
to the parcel.

The orchard is managed for wholesale production and retail sales are minimal. The
grower works directly with the wholesaler for additional assistance in production
management. Apples are of mixed varieties (Cortland, Delicious, Empire, Fireside,
Golden Delicious, Haralson, Honeycrisp, Macintosh and Zestar) and are grown for fresh
wholesale market and processing. Apple pests are managed with minimal tolerance of
fruit and leaf diseases (scab) and direct fruit feeding insects (plum curculio, codling moth
and apple maggot). Indirect apple pests (European red mite, spotted tentiform leafminer,
etc.) are kept below damage levels that would adversely affect fruit finish, size and other
fruit quality parameters. There is very low tolerance for damage to apples.

The farm was purchased by the current operator in 1995, efforts began to re-plant and re-
vitalize the existing 40 acre orchard began in 1996. When purchased, the orchard had
been abandoned for at least ten years and little is known about the previous operator of
the orchard. The sellers of the property did not engage in operating or maintaining
existing orchard blocks and used the property for its vacation/recreational value. Lack of
general orchard maintenance by the previous owners required a majority of the orchard
be re-planted. Three acres of old standard size trees are all that remain of the original
orchard. Remaining acreage was either replanted with fruit trees or taken out of tree fruit
production and renovated for field crop production. Current aerial photography shows
the location of these abandoned blocks, which are now in field crop production. Records
describing general orchard maintenance and pest management practices are not available
to the present owner/operator. The long period of abandonment of the orchard reduces
concerns for pesticide resistance relating to pest management practices of the original
orchard operator.




                                             9
Resource Concerns
This conservation plan considers whole farm systems planning to identify management
strategies and mitigation practices to resource concerns relating to Integrated Pest
Management (IPM) and other activities.
        Field blocks: one, two, three and five:
         Surface water runoff from pesticides and fertilizers
         Ground water leaching of pesticides.
         Soil erosion, i.e. sheet, rill and gully erosion.
         Invasive species control on agricultural land.
         Habitat concerning
         Beneficial insects and pollinators.

       Field blocks four and six:
        Invasive species control on agricultural land.
        Habitat concerning upland game and small mammals.

       All non-agricultural lands on farmstead:
        Cultural resources present on property.
        Invasive species control on non-agricultural land.
        Habitat concerning upland game, migratory fowl and small mammals.

History of Pest Management Activity
The grower is in transition between a conventional calendar spray program and IPM.
Strategies to use organophosphate alternatives for control of primary pests have been
implemented since the operator began managing the orchard. The use of azinphos-
methyl (Guthion) was eliminated in 2007 and phosmet (Imidan) is the only
organophosphate presently used. The incorporation of other IPM strategies has been
slow. In 2006 the grower began monitoring for codling moth with pheromone baited
traps. This is the only pest the grower had been monitoring and pest management
decisions were not based on trap counts. In 2009 the grower began utilizing pest scouting
services which provided monitoring and scouting of a wider range of apple pests.
Management decisions were not made on available pest data and primary reliance for
pest control was on a calendar spray schedule. Degree days are recorded from the local
newspaper, but no onsite weather station exists to provide site specific degree day data or
leaf wetness data for insect and disease forecasting.




                                            10
Orchard Maps and Descriptions
Refer to the attached maps. Included on the maps are roads, surface waters and soil
types. The following maps are included:
    1. NRCS soils map
    2. Orchard maps

The aerial map is marked with the locations of insect traps, wells and pesticide storage
and mixing areas and surface waters. The Soils Map Unit Description contains an
abbreviated description of the predominant soil types.
Tract: Legal Description: 2342
Township: 110 N                Range: 21 W             Sections: 19 & 20
       Field No. 1 Acreage: 7.1                Primary Soils: See map
       Field No. 2 Acreage: 11.5               Primary Soils: See map
       Field No. 3 Acreage: 3.5                Primary Soils: See map
       Field No.4      Acreage: 14             Primary Soils: See map
       Field No. 5 Acreage: 20                 Primary Soils: See map
       Field No. 6 Acreage 3.5                 Primary Soils: See map
                         Field Acreage: 59.6
                         Total Acreage: 160
Environmental Risk Assessment:
Soils Description
     The primary soils of this orchard are the 106C2, 106D2 and 106 E Lester loam,
       which are well drained loamy soils with high available water capacity. These
       soils are on a six to 12 percent slope and 12 to 18 percent slope. Therefore, there
       is concern that steeper portions of this soil type are potentially highly erodible and
       make surface transport of pesticides possible. The perennial fruit trees and
       between-row vegetation both mitigates soil erosion and surface transport. These
       soils are part of the “B and D” soil sub-group on the WIN-PST mitigation table.

      1362B, Angus loam is present in the center orchard block. This soil on a two to
       five percent slope, is well drained and has a moderately high to high capacity for
       surface transport. The perennial fruit trees and between-row vegetation both
       mitigates soil erosion and surface transport of pesticides, therefore there is little
       concern for soil erosion and surface transport of pesticides. These soils are part of
       the “B” soil sub-group on the WIN-PST mitigation table.

      Another common soil type in the orchard is the 114 Glencoe clay loam, a poorly
       drained clay soil with high available water capacity. This soil is situated on a zero
       to one percent slope, with little concern for soil erosion and surface transport of
       pesticides. These soils are part of the “B” subsoil group on the WIN-PST
       mitigation table.

      Minimal soil erosion is present in fields used for agricultural purposes. Concern
       should be taken to mitigate high levels of rill and gully erosion present on roads

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       and pathways used to access the orchard and other parts of the property. The
       access road leading from the farmstead to access the back orchards crosses a
       stream. Erosion is present on the road and provides a source of sediment loading
       into the stream. Engineered mitigation should be implemented to stabilize these
       access roads and prevent further soil erosion.

Land Use and Description
    The farm is divided into two 80 acre parcels located diagonally between a paved
      county road. The 80 acre parcel to the north consists of a mix of wooded land,
      pasture, crop land and orchards. A stream is also present on the property. The
      orchard blocks are located on the southern 80 acre parcel and are divided into
      three distinct blocks that are separated and bordered by woods, hay/pastureland
      and crop land and surface waters.

      The farm is bordered by conventional farmland on all sides of the property. A
       wood lot is present on the south east corner of the most southern orchard block
       and a wooded area with a stream separates the northern and center orchard blocks.
       The stream enters the northwest corner of the property and flows in a south east
       direction. The location where the stream passes between the northern orchard
       block and the center orchard block is protected by approximately 4.5 acres of
       dense wooded cover. The northern edge of the center orchard block and the
       southern edge of the north orchard block slope towards the stream. The stream
       exits the property to the east and runs south along the eastern property line and
       diverges away from the property at the south east corner. On the property a
       culvert exists over the stream to provide the grower access to the south and center
       orchard blocks. The grower uses this road and culvert to access the apple crop
       when applying pesticides.

      The south-east corner of the property contains a wood lot that is believed to be the
       site of a Native American camp. This site is several acres in size and is adjacent
       to the stream present on the property. This portion of the property is managed for
       its natural aesthetic value and no plans exist for logging, timber stand
       improvement or any other management practices that would change the present
       landscape. A full environmental assessment of this cultural resource is required
       for future management of the parcel.

      A mix of vegetation including open unmanaged fields, pasture land, wooded
       areas, orchards and streams is home to many common mammals, birds, fish and
       other aquatic life found in south-eastern Minnesota. Wildlife is seen in
       abundance on the property and proper measures should be taken to improve
       habitat for these commonly found species. No critical habitat for any endangered
       or threatened species is present on the parcel.

                                            12
      Vegetation present along the borders between fields, orchards and woods provides
       habitat for beneficial and predatory insects that are of value to the orchards IPM
       system. Proper mitigation should be used to prevent off-target drift from
       contaminating these field edges and boarders. Additional mitigation should be
       implemented to improve the diversity of this habitat.

Management Practices
   The following pesticides were applied to the orchard blocks (field one, two, three
     and five) in 2009: phosmet (Imidan), captan (Captan), metiram (Polyram),
     trifloxystrobin (Flint), fenpropathrin (Danitol), thiophanate (Topsin M),
     acetamiprid (Assail), glyphosate (Roundup), 2, 4-D, paraquat (Gramoxone),
     carbaryl (Sevin) and prohexadione (Apogee). The WIN-PST Hazard Rating table
     included in this plan rates the hazard of each of these compounds to surface and
     groundwater.

      Orchard alleys are mowed several times during the growing season. 100% of the
       trees are pruned on an annual basis in the dormant season.

      Rootstocks used on fruit tree varieties are: M7, M111 and M9. The remaining
       block from the original orchard is on standard root stocks. These semi-dwarfing
       root stocks are susceptible to fire blight, shoot blight and blossom blast/blight.
       The grower has not encountered these problems in the past.

      The seven acre north orchard block is the only irrigated block. This irrigation
       system consists of a drip system that applies water directly to the soil surface
       within the drip zone of the fruit trees. The water source for the irrigation system
       is the well that also provides potable water and other water for the home and
       general operations of the farm. Overhead irrigation is not used on any of the
       orchard blocks.

      An additional 40 acres is rented out for field crops (35 acres) and hay production
       (five acres). The acreage for field crop production is located in between the
       center and southern orchard blocks and on the adjacent 80 acre parcel located to
       the north. Borders and buffers between these two fields are minimal and field
       crops are a potential off-target drift area for the orchard. The proximity of the
       orchard to these fields makes the orchard a potential site for off-target drift for the
       field crop producer. These acres are managed by a separate operator(s) and
       pesticide mixing, storage, and container disposal is performed off site. Equipment
       and implements, i.e. tractors sprayers, cultivators, harvesters enter the property
       from access points that do not cross the surface waters present on the property.

Pesticide Resistance Concerns/Management:


                                             13
   1. Orchard has a history of trifloxystrobin use against apple scab fungus (Venturia
      inequalis), which in several apple growing regions of the United States has
      become resistant to one or more classes of fungicide, including the strobilurin
      trifloxystrobin. It is important to reduce any strobilurin fungicide use to a
      minimum to decrease the chances of pesticide resistance.

   2. Orchard has a history of organophosphate use for control of codling moth and
      apple maggots. These two species have become resistant to this class of
      pesticides in many apple production regions of the United States.

      An endemic codling moth population will require more frequent applications of
      insecticide than would otherwise be necessary. One goal should be to minimize
      the area of the orchard receiving these extra insecticide applications through the
      placement of additional codling moth traps throughout the orchard. Monitoring of
      all pest and beneficial species is to be continued throughout, to build the
      necessary database for eventual insecticide and fungicide reductions.
   3. Glyphosate is used to control weeds present in the orchard rows. Application of
      glyphosate and other herbicides are typically performed as spot treatments with a
      backpack sprayer or a boom-sprayer. The grower uses glyphosate very minimally
      and alternates with other herbicide chemistries. The grower should be cautioned
      to use weed management practices that will not select for herbicide resistance and
      should consider incorporating other cultural and mechanical controls to control
      weeds in the orchard.

Monitoring Guidelines
Pest History
While the primary diseases and insect pests in the table below have not been present at
damaging levels during the last growing season. Conducive conditions for these primary
pests exist and control strategies should be implemented. Monitoring will focus on the
primary pests. Less rigorous monitoring and observation for the secondary pests will also
be conducted. Variability in weather and crop development can lead to variability in pest
occurrence with some needing regular yearly control.


Insect & Diseases - The following table presents both disease and insect pests of apple
that are to be monitored and managed.
                  Crop Insect                              Disease
                 Apple Level I                             Level I
                       Plum Curculio                       Apple Scab
                       Codling Moth
                       Apple Maggot                        Level II
                       European Red Mite                   Fire Blight
                       Spotted Tentiform Leafminer         Powdery Mildew
                                                           Flyspeck-Sooty Blotch

                                           14
                          Level II
                          Green Fruit Worm
                          Red-Banded Leafroller
                          Rosy Apple Aphids
                          Obliquebanded Leafroller
                          Japanese Beetle

Pest Scouting, Monitoring and Control Strategies
    Specific strategies and protocol for monitoring and control are outlined in the
       “Integrated Pest Management Manual for Minnesota Apple Orchards”, which the
       grower has or will purchase from the Minnesota Depart of Agriculture. This
       manual identifies IPM priorities (i.e., reducing unnecessary pesticide applications,
       focusing on pest control, alternatives to organophosphates, etc.), and gives the
       reader scouting and management tips for specific pests.

      Perform pest scouting based on University Extension recommendations and
       available pest bulletins.

      Monitoring needs to consist of routine pest scouting that documents: date of
       scouting, pest population/degree of infestation, fields/crop scouted and overall
       fruit tree health.

      Purchase a weather station and locate it in the orchard. The weather station needs
       to be able to record the following data: high and low temperature, growing degree
       days and leaf-wetness hours. Additional weather monitoring features that are
       beneficial include a rain gauge and a wind-vain that records wind speed and
       direction. Data from the weather station should be used to determine the presence
       of apple scab infection periods, growing degree days can be used to determine
       and/or predict insect emergence and wind speed and direction can help to
       appropriately time spray applications to minimize pesticide drift.

      The primary goal for the grower is to utilize monitoring data to guide pesticide
       applications.

      Grower should continue to transition from broad spectrum insecticides to
       reduced-risk chemistries.

      Grower should encourage, monitor and utilize beneficial insects for control of
       secondary pests such as mites, leafminers and aphids.

      Tissue analysis and proper fertilization to maintain the health of the apple trees
       and to help resist disease and insect pressure should be done in consultation with
       the pest consultant.


                                            15
      Annual pruning is encouraged to open up the canopy, speed drying to suppress
       disease development and improve pesticide penetration and coverage.

      Once leaf drop has occurred, leaf litter should be mowed in the fall to reduce
       apple scab inoculums and leafminers the following spring.

      Use Minnesota Apple Scab Hotline to determine ascospore maturity. Call: (952)
       652-6052.

2010 Pest Management Priorities
   1. Scout for plum curculio, codling moth, apple maggot, spotted tentiform leafminer,
      and European red mites.

   2. Scout for obliquebanded leafroller, redbanded leafroller, rosy apple aphids and
      other secondary insect pests as necessary.

   3. Improve pest trapping and recording of data from traps.

   4. Record all pesticide applications and pest monitoring data.

   5. Record temperature and wetting hours with a weather station to determine when
      infection periods have occurred for apple scab and calculate degree days for
      arthropod pests.

   6. Calibrate the sprayer.

   7. Eliminate one or two applications of Imidan (phosmet) unless justified by pest
      monitoring data.

   8. Reduce use of any strobilurin fungicide to a minimum in 2010 to reduce chances
      of scab resistance.
          a. Alternatively, eliminate leaf litter in the fall to prevent scab (e.g. through
              mow/fine-leaf-chop the leaf litter in fall after leaf drop or in spring,
              broadcast lime under the tree rows after leaf drop in fall, or apply urea
              after leaf drop in fall or in spring).

   9. Presently low levels of codling moth justify using mating disruptions for codling
      moth to reduce pesticide dependency.

   10. Discuss with IPM Consultant the trapping and spot-spray options for Japanese
       Beetle management.

   11. If entire orchard is not pruned annually, keep pruning records and/or provide map
       of pruning locations to keep track which trees were pruned each year.

   12. Implement one or both of these practices to increase habitat for beneficial insects:

                                            16
           a. Every other row mowing;
           b. Plant an annual/perennial forbs mix wherever possible (within rows, in
              orchard alleys or as borders); the ultimate goal is to have a nectar source
              every 120 feet in every direction.

Conservation Plan
Mitigation Practices to Reduce Environmental Risk
Based upon the environmental assessment of the property the following mitigation
practices should be installed to address environmental concerns relating to water resource
management, pesticide loading in surface and ground waters and protection of habitat for
wildlife and important beneficial insects and pollinators. Mitigation practices relate
directly to the IPM needs for the orchard blocks.

   Fields one, two, three and five:
    Field border (386): strips of permanent vegetation located along edges of orchard
       blocks or located within the block will offer mitigation to slow down surface
       transport of pesticides and create habitat for beneficial insects and pollinators.
       Primary emphasis should be on created habitat for beneficial insects and native
       pollinators.

      Filter strip (393): orchard areas that drain directly to adjacent surface waters
       (areas with a slope of 1% or greater), filter strips will prevent soil erosion and
       prevent pollution from nutrients, sediment and agricultural chemical runoff. This
       can be applied on the south and west borders of field one; north border of field
       two.

      Mulching (484): when reasonable, this practice may be applied within the orchard
       rows to help minimize the need for herbicide use and prevent soil erosion.

   Field two, three and five:
    Irrigation system, micro irrigation (441): this practice should be applied if
       additional irrigation systems are to be installed on the two orchard blocks that are
       presently not irrigated.

   Field four and six:
    Herbaceous weed control (315): this may be applied to hay/pastureland and non-
       wooded land out of agricultural production

      Early Successional Habitat Development/Management (647): this standard should
       be implemented to help guide habitat development and forest succession on non-
       agricultural lands present on the parcel. This will help increase the overall
       ecological biodiversity of the property.



   Remaining non-agricultural lands and farmstead:

                                            17
        Forest Stand Improvement (666): this standard may be applied to facilitate forest
         stand regeneration, improve understory aesthetics, wildlife habitat or recreation.

        Access Road (560): engineered improvements to access roads on the property
         should be implemented according to this standard to minimize soil erosion and
         sediment loading in the stream present on the property. This is particularly
         important where the access road crosses a stream between fields one and five.

        Agrichemical Handling Facility (702): engineered improvements to the pesticide
         mixing/loading and storage facility should be performed to reduce pollution of
         soil, ground water, surface water and to provide a safe environment for
         individuals mixing and loading agrichemicals.

Pesticide Storage, Mixing and Container Disposal
      Pesticide products are stored in a locked storage shed, which is used exclusively
        for pesticide storage. Product is purchased as needed; large volumes are not
        stored onsite. Currently the well is upgrade from the mixing area by 450 to 500
        feet. Pesticide mixing is performed on a gravel pad. Prior to the 2010 growing
        season, the grower will make sure the mixing site meets Minnesota and Federal
        NRCS standards.

        Pesticides (excluding herbicides) are applied with a 300 gallon PTO-driven air-
         blast sprayer. Applications are not made when conditions are favorable for wind
         drift and/or rain-induced wash-off. Concentrate applications are applied at an
         approximate rate of 50 gallons to the acre to reduce pesticide movement from the
         leaves to the groundcover.

Emergency Action Plan and RE-Entry Interval (REI) Tracking
     Pest management product labels and Material Safety Data Sheets (MSDS) sheets
      are not currently kept on file, the grower will begin keeping these on file with
      commencement of the 2010 growing season.

        Emergency contact and Poison Control Center numbers are not posted where
         pesticides are stored. Grower will post proper numbers in pesticide storage shed
         prior to the 2010 growing season.

        The grower currently does not have a portable pesticide exposure
         decontamination kit. This kit should be assembled before the 2010 growing
         season and be located in the pesticide storage area and/or mixing areas. The kit
         must contain:

             1. 3 – 1-gal. potable water containers.
             2. 2 – 16-oz. bottles of emergency eyewash solution.
             3. 1 – 3-oz. container of antibacterial hand and body soap.

                                             18
             4. 4 – extra-larger disposable towels.
             5. 1 – limited-use coverall for change of clothes.

        A shower for pesticide decontamination is located in the workshop adjacent to the
         pesticide storage shed and mixing pad.

        Paper copies of application records are located in the grower’s home office.

Implementation Records
Pesticide application records are kept and referred to annually for pesticide selection and
rotation. Pesticide application records are also compiled provided to the wholesaler
during pack-out. Pesticide application records must contain the following:
     Orchard blocks where pesticides were applied.

        Reference to scouting data that supports application of pesticide.

        When and where special IPM techniques were implemented to mitigate site-
         specific risks. These techniques include: reduced-rate pesticide applications;
         alternate row spraying; substitution of high-risk pesticides for reduced-risk
         pesticides and spot or partial block treatments.

Additional Comments:
    USDA Good Agricultural Practice (GAP) program: since wholesale of fruit
       provides a majority of on-farm income, the grower should inquire with their
       wholesale buyer about implementation of the GAP program on their farm. This
       program targets many issues relating to food safety, including pesticide use and
       residues. GAP could impact IPM on the farm, requiring the grower to modify
       their IPM strategies to comply with GAP standards.

Attachments:
     Environmental Evaluation (EE) (CPA 52)

        WIN-PST mitigation table

        NRCS soils map

        Conservation map one

        Conservation map two

Additional Resources:
   1. "Rinsing Pesticide Containers," Minnesota Extension Service, AG-FS-3771.

   2. Minnesota Department of Natural Resources, “Nature Snap Shots”,
      http://www.dnr.state.mn.us/snapshots/index.html [Resources on common wildlife
      species found in Minnesota, including range and habitat].

                                              19
3. North Central Fruit IPM Evaluation Tool, http://www.ipm.msu.edu/work-
   group/home.htm [IPM evaluation tool for tree fruit IPM].

4. McCamant, T. 2007. Integrated Pest Management Manual for Minnesota Apple
   Orchards. Minnesota Department of Agriculture, Minnesota Fruit and Vegetable
   Growers Association & USDA-Risk Management Agency. Ed.2.

5. Fadamiro, H. 2003 Field Guide for Identification of Pest Insects, Diseases and
   Beneficial Organisms in Minnesota Apple Orchards, Minnesota Department of
   Agriculture.




                                       20
Appendix C: IPM CAPs Training Agenda

               IPM Conservation Activity Plan Certification Training
                         January 19, 2010, 8 AM to 5 PM
                           Wyndham Orlando Resort
                               Room Tangerine B
                            8001 International Drive
                             Orlando, Florida 32819
                  Hosted by National IPM CAPs Working Group

                                         Agenda

This one-day training is designed to prepare you to develop Integrated Pest Management
Conservation Activity Plans (IPM CAPs) for your grower clientele. By completing this
introductory training you will get an eAuth account, begin training on AgLearn and have
the tools needed to become certified to write a CAP.

Instructors: Tom Green, IPM Institute of North America; Mark Parson, EQIP Program
Specialist, NRCS; Tim Pilkowski, Maryland State Conservation Agronomist, NRCS,
Steve Boetger, Florida State Conservation Agronomist, NRCS.

Note: (Time will be given after each topic for questions)

8:00 Preliminaries
   1. Learning objectives.
   2. Introductions.

8:30 NRCS Programs
   1. Overview of USDA Natural Resources Conservation Service programs.
   2. What is a CAP?

9:00 Criteria for CAP Certification
   1. Pest management certification, state license.
   2. Pest management tools experience (WIN – PST, RUSLE2).
   3. Conservation Planning Training: Modules 1-5.
   4. National Planning Procedures Handbook: Title 180 – Part 600.
   5. Level 1 Environmental Compliance Course.

10:15 Break

10:30 Criteria for CAP Certification Continued
   6. Environmental Assessment Form 52.
   7. Cultural Resources Training: Modules 1-6.
   8. Nutrient Management: Track 1, Part 1.
   9. Pest Management: Track 2, Part 1.1
   10. eFOTG – Section III.

                                            21
11:30 IPM EQIP 595 and CAP
   1. IPM EQIP 595 Plan

12:00 Lunch

1:00 IPM CAP Components
   2. IPM CAP Components
          a. Background and Site Information.
          b. Site Specific Assessment of Environmental Risks Associated with
             Existing and Alternative Pest Management Systems.
          c. Monitoring and Guidelines.
          d. State University IPM Guidelines for Specific Crops.
          e. Recordkeeping.
          f. Conservation Plan.
          g. References.
   3. IPM CAP format
          a. Deliverables to Client.
          b. Deliverables to NRCS.

2:30 Break

2:45 IPM Plan Components Continued
   1. Example plan.

3:15 Conservation Plug-In Tool
   1. Components of CTP Process
   2. TSP Access

4:00 Creating a profile in TechReg

4:15 Final Questions, Evaluation

4:30 Wrap-up

Pre-Training: Recommended participants complete the following prior to the
training.
    1. Have a TechReg and AgLearn account, OR participate in a one-hour webinar
       hosted by National IPM CAPs Working Group on January 14, 2010 led by Tim
       Pilkowski, covering:
           a. E-Authentication Process.
           b. AgLearn registration, course sign-up process.

   2. Take Conservation Planning training on AgLearn, Module 1 (approx. one hour
      time commitment), review Module 2-5.




                                        22
Post-training Webinar (optional) to answer additional questions regarding:
   1. TechReg account and profile, AgLearn,
   2. IPM CAP purpose and components/criteria,
   3. Conservation Planning modules 1-5.

The National IPM CAPs Working Group is funded by the Northeastern and North
Central IPM Centers. This training was made possible with the assistance of the
National Alliance of Independent Crop Consultants (NAICC).

For more information, contact Vicki Kalkirtz at 608 232-1410 or
vkalkirtz@ipminstitute.org or visit http://www.ipminstitute.org/IPMCAPs/home.htm.




                                          23
Appendix D: IPM CAPs Training Session Evaluations

1. Was the course relevant to your needs and will it help you do your job better?
Please explain and list any suggestions you have for making the course more
effective.

      Very helpful to have questions from participants. Learning about role of CPA 52,
       additional training options for cultural/conservation planning.

      Yes. I will do better. 1) Organization of my efforts & NRCS info will be
       possible. 2) Additional info will be available for my consideration.

      Yes, this course was helpful. Reviewing procedures, while necessary, could be
       made more interesting, more real world examples.

      Yes, it was effective.

      Moderately yes – some basic info covering purpose of CAP program and how this
       addition improves existing offerings was not established early. Order of topics
       seemed a bit disorganized to me; ie big picture, detail, getting started all seemed
       to be jumbled.

      Yes, very relevant information but I am unsure whether I will pursue the
       opportunity in the future.

      Yes, in future would like to see more info on actual IPM deliverables and
       data/info sources.

2. What topics do you think were needed but covered too briefly for your needs?

      None.

      A calendar of training events (near term) that may compliment the training (time,
       place, cost, etc.).

      Eventually everything was covered.

      It may not be the fault of the presenters, but I needed more information on the
       financial incentive for a producer in order to know how attractive the program is
       to our clients.

      Well presented – very thorough – perhaps too much info to digest in one session.

      See #1 (IPM deliverables and data/info sources).



                                            24
3. Were any topics excluded? Please list and include a brief description.

       Reason why we do all this should be included in the intro, e.g., water
        contamination with pesticides, market place concerns about pesticide residues.

       Impending CEU criteria for TSPs to keep pace with NRCS revisions.

       No (not that I know of).

       None.

       Not that I can think of!

       Perhaps offer the conjunction with CCA credits for IPM. Perhaps offer IPM
        training in conjunction with other activity plans such as CNMP or organic
        transition, etc.

4. What topics could be shortened to allow for expansion and/pr additional topics?

       Ok.

       Don’t know.

       There was some redundancy in reviewing 595 and CAP requirements by more
        than one speaker.

       The last topic – TechReg is a confusing website – I’m glad you went over it in
        detail.

       None – well done on all learning objectives.

       Shorten – e-auth registration, TSPs already certified will not need this

5. Were your instructors effective in delivering the training? Please explain and list
any suggestions you have for improvement.

       Yes, good speakers with pertinent power points. Many thanks.

       Yes!

       Good speakers, good atmosphere.

       Team was responsive to questions and tried to make sure gaps were filled in as
        program proceeded.



                                             25
      No problems with instructors – nice format!

      Yes.


Learning Objectives

      Learning objectives O.K. – were met.

      Met learning objectives.

      I think the learning objectives were met.

      Met objectives.

      Learning objectives all were met. More specifics for writing on actual IPM
       would be appreciated in the future. Thanks!




                                           26
Appendix E: Training Curriculum

 Technical Service Provider (TSP) Training Curriculum for Natural Resources Conservation Service (NRCS) Integrated Pest
                                   Management (IPM) Conservation Activity Plan (CAP)
                                                        Legend:
                                                             Indicates training    Indicates additions
                                                               requirements        from IPM Institute
                                                                from NRCS
Prerequisites to TSP IPM CAP Training
1. Pest Mgt Certification: Certification with at                                                             1. Knowledge of Crop, Grazing, and Forest
least one of the following: 1. CCA- Certified Crop                                                           Production: Possess and demonstrates the
Advisor certification from the American Society of                                                           following knowledge, skills and abilities: 1.
Agronomy (ASA), 2. CPAg- Certified Professional                                                              Awareness of the specific program rules and
Agronomist certification from the American Society                                                           regulations for conservation programs used to
of Agronomy (ASA), 3. CPCSc- Certified                                                                       carry out conservation treatment, 2. Ability to
Professional Crop Scientist certification from the
American Society of Agronomy (ASA), 4. CPPP-
                                                                               OR                            plan and implement conservation practices
                                                                                                             common to the geographic area, 3. the
Certified Professional Plant Pathologist certification                                                       understanding to the crops, grazing, or forest
from the American Society of Agronomy (ASA), 5.                                                              crops produced and their production in the
Crop Certification through the National Alliance of                                                          service area, 4. knowledge of the typical pests
Independent Crop Consultants (NAICC).                                                                        impacting crops, grazing, and forest production in
                                                                                                             the service area.
                                                                                                            2. Score 80% or higher on the IPM Knowledge
                                                                                                            Pre-Test testing basic IPM understanding. If
                                                                                                            candidate scores 79% or below, they must refer to
                                                                                                            Extension and/or NRCS to gain adequate
                                                                                                            knowledge and retake pre-test until passing score
                                                                                                            is acquired. [link to pre-test on]

                                                                             AND
                                                         2. Pest Mgt License - State: A current Pest
                                                         Management applicator license as required by law
                                                         in the state of practice.




                                                                                  27
TSP IPM CAP Training Curriculum
I.    Background, history and purpose of NRCS IPM CAPs

Learning Objectives                                  Online                                                Hands-On
1.a. Knowledge as to the purpose of the CAPs         Create additional training modules or presentations   Borrow presentations from states offering general
program.                                             available online.                                     CAP training.
  b. Knowledge on how CAPs are different and                                                               1. PowerPoint presentation.
related to the EQIP program.                                                                               2. Question and answer.
  c. Knowledge of TSP certification process                                                                3. Small group assignments to test for
including that the initial written CAP can be                                                              understanding.
resubmitted under a different name for cost share                                                          Potential trainers: NRCS
contract with grower.

II.     Pest Management TSP Qualification Criteria

Learning Objective(s)                                Online                                                Hands-On
1. Set up a TSP account on TechReg for AgLearn       Access TechReg website and fill out required          Explanation and guidance on how to access the
   training modules.                                 profile information.                                  TechReg website. Each participant fills out profile
                                                                                                           information and registers with the guidance of a
                                                                                                           trainer.
                                                                                                           Potential Trainers: TSP Coordinator

2. Learn valuable safeguards in computer security,   AgLearn 2009 Information Security and Privacy         The AgLearn 2009 Information Security and
such as protecting your computer against viruses     Awareness Training Module and exam.                   Privacy Awareness Training Module is only
and attacks, and handling sensitive information.                                                           available by and for the use of the AgLearn
                                                                                                           training modules. Participants will have to go
                                                                                                           through the training modules and complete the
                                                                                                           exam.
                                                                                                           Potential Trainers: TSP Coordinator

3.a.. Locate technical resources.                    AgLearn TSP Orientation Module and exam.              1. Background PowerPoint presentation of IPM
  b. Complete the TSP Certification process.                                                               CAP writing process.
  c. Understand how and when producers are                                                                 2. Interactive explanation of TSP certification
reimbursed for your service.                                                                               process through AgLearn.
  d. Delivers an acceptable work product.                                                                  3. Step by step interactive computer tutorial




                                                                             28
 e. Understand the roles and responsibilities of                                                        locating technical resources online and field
NRCS, the producer and the TSP.                                                                         offices.
                                                                                                        4. Complete AgLearn Orientation exam for
                                                                                                        certification.
                                                                                                        Potential Trainers: TSP Coordinator/ NRCS

4.a. Describe NRCS’ role in nutrient and pest          AgLearn Training Modules: Pest Management        1. The current format on AgLearn has a document
management, and the policies, rules and regulations    Track 2 Part 1 and Nutrient Management Track 1   that can be formatted to a group presentation. The
that impact pest management components of a            Part 1 and exam.                                 document on AgLearn provides group worksheets
Resource Management System (RMS) Plan.                                                                  and processes for checking for understanding.
  b. Define environmental risk, list concerns                                                           2. Explanation on additional IPM Standards and
associated with environmental risk, and describe the                                                    Practices, including IPM (prevention, avoidance,
processes that affect the fate and transport of                                                         control including cultural, biological and
nutrients and pesticides in the environment.                                                            chemical), conservation crop rotation, residue
 c. Describe the important chemical, biological and                                                     management, buffers, etc.
physical processes underlying the science of                                                            3. Have students apply pest management
nutrient and pest management.                                                                           knowledge and nutrient management knowledge to
 d. Explain the importance of weather information                                                       an example IPM CAP scenario.
and incorporate the factors of climate and water                                                        4. Have students complete AgLearn Pest
management into a nutrient and pest management                                                          Management Track 2 Part 1 exam and Nutrient
plan.                                                                                                   Management Track 1 Part 1 exam for certification.
 e. Identify major natural resource concerns,
planning considerations and potential conservation                                                      Potential Trainers: IPM Specialists/ Extension/
practices which should be included in a Resource                                                        Qualified TSP
Management System, and the level of nutrient and
pest management necessary for adequate resource
protection.
 f. Describe the process for planning the nutrient
and pest management components of conservation
plan, including other conservation practices and/or
management techniques necessary to reduce adverse
environmental impacts.
 g. Develop nutrient and pest management
components of an RMS plan.

5.a. NRCS conservation planning process.               Aglearn Conservation Planning Modules 1-5 and    1. PowerPoint presentation on background and
 b. Develop quality plans.                             exam.                                            framework for Conservation Planning, including



                                                                             29
 c. Develop plans on the entire unit.                                                                    what they can expect to find in each module:
 d. Consideration of ecological, economic, and                                                               a. How the NRCS will do business
social concerns                                                                                              b. Planning policy and guidance
 e. Onsite assistance.                                                                                       c. Key elements of conservation planning
 f. Development of complete systems.                                                                         d. Conservation planning environment
 g. The effects and impacts of planned actions on-                                                           e. Resource management systems.
site and off-site.                                                                                       2. Onsite assistance procedures.
 h. Partnership involvement.                                                                             3. Interdisciplinary nature of Conservation
                                                                                                         Planning involving partnerships.
                                                                                                         3. Have students complete AgLearn Conservation
                                                                                                         Planning Modules 1-5 and exam for certification.

                                                                                                         Potential Trainers: NRCS
6.a. Locate RUSLE 2 and/or WEQ tools.                 Online tutorial on how to use RUSLE 2 and/or       Step by step interactive online tutorial on how to
  b. Understand how to apply RUSLE 2 and/or           WEQ                                                apply RUSLE 2 and/or WEQ tools for an IPM
WEQ tools.                                                                                               CAP.
                                                                                                         Potential Trainers: Extension or NRCS

7.a. Locate Win PST tool.                             http://www.wsi.nrcs.usda.gov/products/W2Q/pest/d   Step by step interactive online tutorial on how to
  b. Understand how to apply Win PST.                 ocs/WIN-PST_3.1_User_Help.pdf                      apply Win PST tool for an IPM CAP.
                                                                                                         Potential Trainers: Extension or NRCS

III.    IPM CAPs TSP Qualification Criteria

Learning Objective(s)                                 Online                                             Hands-On
1.a. Define cultural resources.                       AgLearn Cultural Resources Modules 1-6 and         1. Presentation by cultural resources specialist.
  b. Explain why NRCS considers cultural              exam.                                              2. Present a grower scenario and have students
resources.                                                                                               complete cultural resources section requirements
  c. Describe NRCS policy and procedures for                                                             for an IPM CAP.
identifying and protecting cultural resources.                                                           3. Provide students with handouts on proper
  d. Locate and receive assistance from NRCS                                                             cultural resources procedures.
cultural resources specialists and coordinators and                                                      4. Have students complete the AgLearn Cultural
other appropriate sources of cultural resources                                                          Resources exam for certification.
guidance during project and program planning and
technical assistance activities.
  e. Appropriately incorporate cultural resources                                                        Potential Trainers: Cultural Resources



                                                                            30
information into conservation plans.                                                                       Specialist/ NRCS
  f. Identify cultural resources by conducting a
review and survey.
  g. Develop, maintain and safeguard cultural
resources information files.
  h. Document actions which can be taken to
protect cultural resources during project and
program planning and which can be described to
producers who want to pursue such actions for
lands not involved with NRCS undertakings.
  i. Describe steps to be taken when cultural
resources are encountered during program/ project
implementation or construction.

2.a. To identify the environmental requirements      AgLearn Environmental Compliance Module 1-5           1. Review NRCS Pest Management Policy,
applicable to conservation assistance.               and exam.                                             focusing on environmental risks associated with
  b. Describe the environmental evaluation process                                                         pest control (e.g., pesticides, tillage).
and the documents required to meet environmental                                                           2. PowerPoint presentation on environmental
requirements.                                                                                              compliance.
  c. Complete the environmental worksheet (NRCS-                                                           3. Hand out an example NRCS- CPA-52 empty
CPA-52); and explain how compliance with                                                                   and completed template.
environmental requirements relates to the NRCS                                                             4. Provide handouts on how to complete an
planning process.                                                                                          NRCS-CPA-52 worksheet.
                                                                                                           5. Provide a grower scenario and provide
                                                                                                           assistance while TSPs complete an NRCS-CPA-52
                                                                                                           worksheet.
                                                                                                           Potential Trainers: NRCS

3. Knowledge of Field Office Technical Guide         AgLearn Introduction to The Field Office Technical    1. Presentation on purpose and helpful items
(FOTG) related to NRCS IPM.                          Guide Module 1-5 and exam.                            located in eFOTG.
                                                     http://nrcslearn.sc.egov.usda.gov/AglearnCS/fotg/in   2. Have students follow along on personal
                                                     dex.html                                              computers to a step by step tutorial on how to use
                                                                                                           eFOTG and where to locate important information
                                                                                                           related to writing IPM CAP.
                                                                                                           3. Provide handouts for future use.
                                                                                                           Potential Trainers: NRCS




                                                                            31
4. Knowledge and understanding of National           Create additional online interactive                   1. Presentation on purpose and how to locate
Planning Procedures Handbook (NPPH) Title 180        modules/tutorials where students are guided through    useful items in NPPH.
Part 600.                                            the location(s) to find NPPH, useful items and how     2. Have students follow along on personal
                                                     to apply information to writing an IPM CAP.            computers to a step by step tutorial on how to use
                                                                                                            NPPH and where to locate important information
                                                                                                            related to writing IPM CAP.
                                                                                                            3. Provide handouts for future use.
                                                                                                            2. Examples of how to apply information found in
                                                                                                            NPPH to an IPM CAP.
                                                                                                            Potential Trainers: NRCS



IV.     Development of an IPM CAP (114) that meets criteria listed in Section III of the FOTG

Learning Objective                                   Online                                                 Hands-On
1. Be able to develop an IPM CAP (114) that meets    1. Provide a checklist of necessary items for an IPM   1. Provide information on a fictitious growing
   the criteria listed in Section III of the FOTG.   CAP.                                                   operation and a checklist for the necessary items in
                                                     2. Provide a blank template for an IPM CAP along       an IPM CAP or Locate a growing operation to take
                                                     with page of general information regarding a           students to, scout fields and collect necessary data
                                                     fictitious growing operation.                          to write an IPM CAP.
                                                     3. Allow students to develop an IPM CAP on their       2. Have students work on completing an IPM CAP
                                                     own.                                                   based on information provided.
                                                     4. Provide a completed IPM CAP as an answer            3. Trainers provide guidance as needed.
                                                     sheet for the student to check their prepared IPM      *Note: TSPs cannot use this IPM CAP as a
                                                     CAP.                                                   certification CAP; each TSP must submit a
                                                     5. Provide contact information for assistance.         separate IPM CAP on their own.
                                                     *Note: TSPs cannot use this IPM CAP as a
                                                     certification CAP; each TSP must submit a separate     Potential Trainers: Combination of staff in each
                                                     IPM CAP on their own.                                  specialty area of the CAP; overall facilitated by
                                                                                                            NRCS.

Facilitation Options
Training Options                                     Online                                                 Hands-On
Locations                                            1. IPM3                                                1. Technical Regions
                                                     2. AgLearn                                             2. IPM Centers



                                                                             32
                3. Extension Offices
Trainers        1. IPM Specialists
                2. AgLearn classroom trainers
                3. Extension Specialists
                4. NRCS
                5. TSPs with adequate training and background




           33

				
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