newSchoolWorks.com › VoTechWorks › Agriculture, Environment & Public Service › Pest Control Technician › Courses
Agriculture, Environment & Public Service · course plan
⚠ Pending professional review
This course plan, its lessons and its assessments has not yet been verified by a licensed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.
VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.
Pest Control Technician
9 courses · 450 clock hours · 2–3 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.
9courses
44lessons
450hours
31assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons44 of 44 lesson pages writtenPractice352 practice questionsResources114 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 44 lesson pages are open (lesson titles below are links).
AGR-PEST78-01 Universal core
Universal Core: Safety, Math, Communication & Career for Pest Control Technicians
148 hr · $1,185 COMPLIMENTARY
This foundational course equips adult learners with the safety knowledge, trade mathematics, technical literacy, digital skills, and professional habits required to work legally and competently as a pest control technician. Topics are anchored in OSHA 10-Hour General Industry standards, first aid/CPR, pesticide label math, and employer expectations drawn from the structural pest control industry. Successful completion prepares learners to engage safely with all subsequent technical courses and to enter externship placements ready to contribute on day one.
Outcomes- Demonstrate compliance with OSHA 10-Hour General Industry hazard recognition and control standards as applied to pest control worksites, including proper PPE selection and donning/doffing procedures.
- Perform trade-specific math calculations accurately, including dilution ratios, concentration percentages, area and volume measurements, and label-required application rates, with no more than 5% error on a timed assessment.
- Read and interpret pesticide product labels, Safety Data Sheets, work orders, and technical service bulletins at a level sufficient to extract actionable safety and application information.
- Use digital tools common to the pest control industry — including route management software, electronic inspection forms, and online regulatory databases — to complete basic job documentation tasks.
- Apply first aid and CPR procedures for pesticide exposure scenarios and common worksite injuries, consistent with current American Red Cross or equivalent certification standards.
- Present a professional job-readiness portfolio that includes a resume, a mock customer communication, and a completed mock inspection report, meeting employer-benchmark standards discussed in class.
Course text
This foundational course equips adult learners with the safety knowledge, trade mathematics, technical literacy, digital skills, and professional habits required to work legally and competently as a pest control technician. Topics are anchored in OSHA 10-Hour General Industry standards, first aid/CPR, pesticide label math, and employer expectations drawn from the structural pest control industry. Successful completion prepares learners to engage safely with all subsequent technical courses and to enter externship placements ready to contribute on day one.
How the course runs. 7 blocks: Hazard Recognition and OSHA 10-Hour General Industry for Pest Control; PPE Selection, Donning/Doffing, and Decontamination; First Aid, CPR, and Pesticide Exposure Response; Trade Math: Measurement, Dilution, and Application Rate Calculations; Technical Reading: Labels, SDS, Regulations, and Work Orders; Digital Tools, Documentation, and Electronic Reporting; Career Readiness: Professionalism, Communication, and Job-Entry Portfolio.
What competent looks like. Demonstrate compliance with OSHA 10-Hour General Industry hazard recognition and control standards as applied to pest control worksites, including proper PPE selection and donning/doffing procedures. Perform trade-specific math calculations accurately, including dilution ratios, concentration percentages, area and volume measurements, and label-required application rates, with no more than 5% error on a timed assessment. Read and interpret pesticide product labels, Safety Data Sheets, work orders, and technical service bulletins at a level sufficient to extract actionable safety and application information. Use digital tools common to the pest control industry — including route management software, electronic inspection forms, and online regulatory databases — to complete basic job documentation tasks. Apply first aid and CPR procedures for pesticide exposure scenarios and common worksite injuries, consistent with current American Red Cross or equivalent certification standards. Present a professional job-readiness portfolio that includes a resume, a mock customer communication, and a completed mock inspection report, meeting employer-benchmark standards discussed in class.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Hazard Recognition and OSHA 10-Hour General Industry for Pest Control | 30 | theory | Students identify and categorize the primary workplace hazards encountered in structural pest control — chemical, physical, biological, and ergonomic — and explain the corresponding OSHA General Industry standards that govern each, earning OSHA 10-Hour completion. |
| OSHA 10-Hour General Industry authorized curriculum and completion cards; OSHA standards quick-reference card (1910 series); photo case-study packet; mock LOTO equipment (padlocks, hasp, tags); student workbooks | Students must pass the OSHA 10-Hour knowledge checks embedded in the authorized curriculum at the provider's required passing threshold, and score 80% or higher on a 25-question hazard-recognition quiz using trade-specific scenarios before advancing to the PPE lesson. |
| 2 | PPE Selection, Donning/Doffing, and Decontamination | 18 | lab | Students select the correct PPE ensemble for a given pesticide label requirement or worksite hazard, don and doff each item in the correct sequence without self-contamination, and perform a basic field decontamination procedure. |
| Assorted PPE inventory: Tyvek coveralls, nitrile and chemical-resistant gloves, rubber boots, safety glasses, face shield, half-face respirator with organic vapor/P100 cartridges; NIOSH respirator fit-check instructions; portable eyewash station; mock spill kit; printed PPE donning/doffing checklist; three pesticide product labels (selected from actual registered products); Safety Data Sheets for those products | Instructor uses a 20-point performance checklist; students must complete the full donning, doffing, and decontamination sequence with no critical errors (defined as self-contamination, reversed doffing order, or skipped decontamination step) and score at least 16 of 20 points to pass. |
| 3 | First Aid, CPR, and Pesticide Exposure Response | 16 | demo | Students demonstrate hands-only and full CPR, use of an AED, and the first-aid response steps for acute pesticide exposure scenarios, consistent with current American Red Cross or equivalent training standards, achieving certification. |
| CPR mannequins (adult and infant); AED trainer unit; American Red Cross First Aid/CPR/AED course materials and certification cards; four actual pesticide product labels with first-aid sections highlighted; National Pesticide Information Center (NPIC) poison control reference card; portable eyewash station; student scenario cards | Students must pass the American Red Cross (or equivalent) skills evaluation to receive their certification card. Additionally, they must score 80% or higher on a 10-item written quiz covering pesticide exposure routes, label-directed first aid, and poison control protocol. |
| 4 | Trade Math: Measurement, Dilution, and Application Rate Calculations | 30 | practice | Students accurately solve dilution ratio problems, concentration percentage calculations, area and volume measurements, and label-specified application rate problems typical of structural pest control work, with no more than 5% error on a timed problem set. |
| Scientific calculator (non-programmable); trade math workbook developed for the course; three actual pesticide product labels with mixing and application rate directions; rulers, measuring tape; printed conversion table (US customary to metric and back); student graph paper for sketching floor plans | Students must score 80% or higher (16 of 20 correct) on the timed 20-problem mock exam with no more than 5% numerical error on any individual calculation to demonstrate competency; students below 80% receive targeted tutoring and a second attempt. |
| 5 | Technical Reading: Labels, SDS, Regulations, and Work Orders | 20 | theory | Students locate and extract required information from pesticide product labels, Safety Data Sheets in the GHS 16-section format, state regulatory bulletins, and commercial work orders, and explain how each document governs legal and safe practice. |
| Three full pesticide product labels (different signal words: Caution, Warning, Danger); one complete 16-section SDS for a common pest control product; color highlighters; annotation worksheets; sample state regulatory bulletin (generic language, not citing specific section numbers not verified); sample commercial work order; GHS SDS section reference card | Students must complete the annotation worksheet with 100% of the five verbatim label quotations accurately transcribed and answer 8 of 10 comprehension questions correctly on the regulatory and work-order reading to demonstrate functional technical reading ability. |
| 6 | Digital Tools, Documentation, and Electronic Reporting | 16 | lab | Students use industry-representative digital tools — route management software, electronic inspection report forms, and an online regulatory database — to complete a simulated day's documentation for a structural pest control route. |
| Laptops or tablets (one per student or shared); demonstration account in a field-service or route management software; electronic inspection form template; floor-plan worksheet; internet access; state pesticide regulatory agency website; student digital documentation workbook | Instructor reviews each student's completed electronic service record and inspection report against a 15-point rubric covering accuracy of required fields, completeness, clarity of customer summary, and correct regulatory data retrieval; students must earn 12 of 15 points to pass. |
| 7 | Career Readiness: Professionalism, Communication, and Job-Entry Portfolio | 18 | practice | Students produce a job-entry portfolio — including a trade-specific resume, a written customer communication, and a completed mock service report — that meets employer-benchmark standards, and demonstrate professional communication skills in a mock customer interaction. |
| Sample pest control job postings (printed or digital); peer review checklist; resume template; customer communication scenario cards; professionalism rubric; email response framework handout; student portfolio folder | Portfolio is scored on a 30-point rubric (10 points each for resume, customer communication, and service report); students must earn 24 of 30 points overall with no individual section below 7 of 10 to pass; the customer role-play must receive a passing score on all four categories of the professionalism rubric. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| OSHA and Workplace Safety Knowledge Exam | Written exam | 25% | 80% correct (40 of 50 questions) | A 50-question multiple-choice exam covering OSHA 10-Hour General Industry hazard recognition, PPE selection and use, lockout/tagout procedures, and pesticide exposure first aid, with questions written in the context of structural pest control scenarios. Students must pass the embedded OSHA 10-Hour provider assessments as a prerequisite to sitting this exam. Accuracy · Safety · Communication · Professionalism |
| Trade Math and Technical Reading Exam | Written exam | 25% | 80% correct (32 of 40 questions), with no individual calculation error exceeding 5% | A 40-item timed exam (45 minutes, non-programmable calculator permitted) combining 25 trade math calculation problems — dilutions, area/volume, and application rates drawn from actual label language — with 15 technical reading comprehension questions requiring students to locate and apply information from a pesticide label and SDS provided with the exam. Accuracy · Safety · Communication · Professionalism |
| Job-Entry Portfolio Project | Project | 25% | 24 of 30 points overall; no individual section below 7 of 10 | Students submit a complete job-entry portfolio containing a finalized trade-specific resume, a written customer-facing service summary for a given scenario, and a fully completed mock electronic inspection report with floor-plan annotations; the portfolio is scored by the instructor against a published 30-point rubric emphasizing accuracy, professionalism, and clarity. Accuracy · Safety · Communication · Professionalism |
| Professional Communication Oral Defense | Oral / panel | 25% | Pass on all four rubric categories (accuracy, plain language, courtesy, completeness); no single category may be scored Fail | Each student conducts a five-minute mock customer interaction with the instructor acting as a homeowner, explaining findings from their mock inspection report and responding to two scripted follow-up questions (one about re-entry safety and one about a minor complaint); the instructor scores the interaction live using a four-category professionalism rubric and provides immediate structured feedback. Accuracy · Safety · Communication · Professionalism |
AGR-PEST78-02 Trade course
Entomology for Pest Control Technicians
29 hr · $365 COMPLIMENTARY
This course teaches the insect and arthropod biology that underpins every pest management decision a technician makes in the field. Learners study insect anatomy, life cycles, behavior, and taxonomy with direct application to common structural and agricultural pests encountered on the job. Content aligns with the biology and pest identification sections tested on the State Pesticide Applicator (Structural) exam and the NPMA certification.
Outcomes- Identify the major orders of insects and common arthropod pests relevant to structural pest control using morphological characteristics and dichotomous keys.
- Describe complete and incomplete metamorphosis life cycles and explain how each life stage affects pesticide selection and application timing.
- Explain insect anatomy and physiology — including the nervous, respiratory, and digestive systems — and relate these systems to the mode of action of major pesticide classes.
- Recognize the behavioral ecology of common structural pests (harborage preferences, foraging patterns, reproductive biology) and use that knowledge to support inspection and IPM decisions.
- Collect, preserve, and label arthropod specimens following standard entomological protocols and present accurate field identifications with supporting evidence.
- Apply entomological knowledge to interpret pest pressure, anticipate life-cycle timing, and communicate findings clearly in a written pest identification report.
Course text
This course teaches the insect and arthropod biology that underpins every pest management decision a technician makes in the field. Learners study insect anatomy, life cycles, behavior, and taxonomy with direct application to common structural and agricultural pests encountered on the job. Content aligns with the biology and pest identification sections tested on the State Pesticide Applicator (Structural) exam and the NPMA certification.
How the course runs. 5 blocks: Insect Anatomy, Physiology, and Classification; Metamorphosis, Life Cycles, and Population Dynamics; Pest Behavior, Ecology, and Harborage; Arthropod Identification Laboratory — Specimens and Microscopy; Field Entomology — Pest Survey, Collection, and Reporting.
What competent looks like. Identify the major orders of insects and common arthropod pests relevant to structural pest control using morphological characteristics and dichotomous keys. Describe complete and incomplete metamorphosis life cycles and explain how each life stage affects pesticide selection and application timing. Explain insect anatomy and physiology — including the nervous, respiratory, and digestive systems — and relate these systems to the mode of action of major pesticide classes. Recognize the behavioral ecology of common structural pests (harborage preferences, foraging patterns, reproductive biology) and use that knowledge to support inspection and IPM decisions. Collect, preserve, and label arthropod specimens following standard entomological protocols and present accurate field identifications with supporting evidence. Apply entomological knowledge to interpret pest pressure, anticipate life-cycle timing, and communicate findings clearly in a written pest identification report.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Insect Anatomy, Physiology, and Classification | 6 | theory | Given diagrams and preserved specimens, the learner will correctly label the external and internal anatomical structures of a generalized insect and place it in the correct class and order using a dichotomous key. |
| Preserved or plastinated insect specimens, hand lenses (10×), compound microscopes, blank insect anatomy diagrams, Borror & White 'A Field Guide to the Insects' or equivalent regional field guide, dichotomous key worksheets, whiteboard, projector with annotated slide deck | Exit-ticket diagram: learner labels a minimum of 15 of 18 designated structures correctly (83% pass) and correctly identifies at least 8 of 10 keyed specimens with a documented key pathway. |
| 2 | Metamorphosis, Life Cycles, and Population Dynamics | 6 | theory | The learner will compare complete (holometabolous) and incomplete (hemimetabolous) metamorphosis, describe each life stage of at least four structural pest species, and explain how life-stage knowledge determines the most effective timing and method for pest control intervention. |
| Life-cycle wall charts (cockroach, termite, fly, bed bug), species profile handouts, blank life-cycle wheel worksheets, degree-day calculation worksheet, projector slide deck, NPMA Field Guide to Structural Pests (current edition) or equivalent | Learner completes a life-cycle identification quiz (20 multiple-choice and short-answer items) and scores 75% or higher; instructor also confirms the degree-day worksheet calculation is correct within ±5 degree-days. |
| 3 | Pest Behavior, Ecology, and Harborage | 6 | demo | The learner will explain the behavioral drivers (thigmotaxis, phototaxis, pheromone communication, foraging patterns) of at least six common structural pests and use that knowledge to predict likely harborage locations during a simulated building inspection. |
| Mock room or structural cross-section display, planted pest evidence (shed skins, frass samples, artificial mud tubes, egg cases), standard pest inspection form, field notebooks, video clips (instructor-sourced from peer-reviewed or trade-association materials), hand lenses, flashlights, probes/screwdrivers for inspection simulation | Learner correctly identifies at least 5 of 7 planted evidence items on the inspection form, records a defensible behavioral explanation for each finding, and receives instructor sign-off; minimum 71% accuracy on evidence identification. |
| 4 | Arthropod Identification Laboratory — Specimens and Microscopy | 7 | lab | Using a microscope, hand lens, and dichotomous key, the learner will correctly identify to order and common name a set of unknown arthropod specimens and document each identification in a formatted lab log entry. |
| Compound microscopes, hand lenses (10×), glass slides and coverslips, forceps, dissecting needles, ethanol (70%) for specimen preparation, labeled specimen reference tray, eight-specimen unknown trays, standardized lab log forms, dichotomous key, NPMA Field Guide or equivalent, safety goggles, nitrile gloves | Lab log entry is complete with specimen sketch, scale bar, key pathway, order, common name, and two diagnostic features for all eight specimens; learner achieves correct identification on at least 6 of 8 specimens (75%) with all safety and PPE protocols followed (documented by instructor on a lab safety checklist — any PPE violation requires repeat of that segment before sign-off). |
| 5 | Field Entomology — Pest Survey, Collection, and Reporting | 4 | field | Working outdoors on or near campus, the learner will collect arthropod specimens using at least two trapping or collection methods, preserve them correctly, and produce a written pest identification report that links findings to structural pest risk and an initial IPM recommendation. |
| Sticky monitoring cards, collection vials with 70% ethanol, forceps, hand lenses, data labels, permanent markers, field notebooks, PPE (long sleeves, closed-toe shoes, gloves), pest identification report template, NPMA Field Guide or equivalent, first aid kit (carried in field), buddy-system roster | Instructor evaluates the pest identification report using a rubric (species identified correctly with supporting evidence, accurate life stage, logical IPM recommendation, professional format); minimum score of 75% on rubric; all specimens properly labeled and preserved — any improper chemical handling or PPE non-compliance in the field is a mandatory fail requiring the field session to be repeated. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Entomology Knowledge Exam | Written exam | 25% | 75% (38 of 50 points) | A 50-item written exam (multiple choice and matching) covering insect anatomy, metamorphosis types, life cycles, behavioral ecology, and arthropod classification; items are written to mirror the pest biology and identification question domains found on the State Pesticide Applicator (Structural) exam and the NPMA certification exam. Standard met · Safety · Time · Quality/finish · Documentation |
| Pest Identification Skills Demonstration | Skills demonstration | 45% | Correct identification with documented key pathway for at least 8 of 10 specimens; all PPE worn throughout | The learner is given 10 unlabeled specimens and 30 minutes to identify each to order and common name using a dichotomous key and hand lens, recording the diagnostic features that support each identification; the instructor observes technique, use of tools, and adherence to lab safety protocols throughout the demonstration. Standard met · Safety · Time · Quality/finish · Documentation |
| Lab Log Portfolio | Log | 15% | All five lesson lab log entries present and complete; overall portfolio score of 75% on the rubric | The learner submits a compiled lab log containing entries from all laboratory and field activities in the course, each entry including date, objective, methods, labeled sketches or specimen data, results, and a one-sentence connection to field pest control practice; entries are scored on completeness, accuracy, and professional formatting. Standard met · Safety · Time · Quality/finish · Documentation |
| Field and Lab Safety Check | Safety audit | 15% | 100% compliance on all mandatory safety behaviors; any single critical violation (no PPE, improper chemical handling) is an automatic fail requiring remediation before course completion | The instructor completes a standardized safety observation checklist during the Lesson 4 laboratory and the Lesson 5 field session, verifying that the learner consistently wears required PPE, handles preserved specimens and ethanol correctly, follows the buddy system in the field, and responds appropriately to a verbal simulated emergency prompt. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-PEST78-03 Trade course
Pesticides & Integrated Pest Management
29 hr · $365 COMPLIMENTARY
Students learn how pesticides are classified, formulated, mixed, and applied in structural pest control settings, with emphasis on label reading as a legal document and dose calculation. The course introduces Integrated Pest Management (IPM) as the professional framework for combining chemical, biological, mechanical, and cultural controls to reduce pest pressure while protecting human health and the environment. Lesson content aligns directly with the pesticide-use and IPM exam domains tested on the State Pesticide Applicator (Structural) license and the NPMA certification.
Outcomes- Read and interpret a pesticide label and Safety Data Sheet (SDS) to identify use classification, PPE requirements, REI, PHI where applicable, and first-aid directions before handling any product.
- Calculate the correct amount of concentrate needed for a target dilution and application area using label rate, area measurements, and calibrated equipment, rounding to safe precision.
- Classify a pesticide by mode of action (IRAC/FRAC group), chemical family, formulation type, and signal word, and explain why rotating modes of action slows resistance development.
- Design a written IPM plan for a structural pest scenario that sequences inspection, threshold assessment, non-chemical controls, and targeted pesticide application with documentation.
- Demonstrate proper mixing, loading, and disposal of a pesticide formulation wearing the label-mandated PPE, following all label directions and applicable federal regulations.
- Identify the federal and state regulatory framework governing pesticide use in structural applications, including the roles of EPA, state lead agency, restricted-use product (RUP) requirements, and recordkeeping obligations.
Course text
Students learn how pesticides are classified, formulated, mixed, and applied in structural pest control settings, with emphasis on label reading as a legal document and dose calculation. The course introduces Integrated Pest Management (IPM) as the professional framework for combining chemical, biological, mechanical, and cultural controls to reduce pest pressure while protecting human health and the environment. Lesson content aligns directly with the pesticide-use and IPM exam domains tested on the State Pesticide Applicator (Structural) license and the NPMA certification.
How the course runs. 5 blocks: Pesticide Labels, SDS, and the Regulatory Framework; Pesticide Chemistry: Formulations, Classification, and Resistance Management; Pesticide Math: Dilutions, Rates, and Equipment Calibration; Integrated Pest Management: Principles, Inspection, and IPM Plan Writing; Safe Handling, Mixing, Application, and Emergency Response.
What competent looks like. Read and interpret a pesticide label and Safety Data Sheet (SDS) to identify use classification, PPE requirements, REI, PHI where applicable, and first-aid directions before handling any product. Calculate the correct amount of concentrate needed for a target dilution and application area using label rate, area measurements, and calibrated equipment, rounding to safe precision. Classify a pesticide by mode of action (IRAC/FRAC group), chemical family, formulation type, and signal word, and explain why rotating modes of action slows resistance development. Design a written IPM plan for a structural pest scenario that sequences inspection, threshold assessment, non-chemical controls, and targeted pesticide application with documentation. Demonstrate proper mixing, loading, and disposal of a pesticide formulation wearing the label-mandated PPE, following all label directions and applicable federal regulations. Identify the federal and state regulatory framework governing pesticide use in structural applications, including the roles of EPA, state lead agency, restricted-use product (RUP) requirements, and recordkeeping obligations.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Pesticide Labels, SDS, and the Regulatory Framework | 6 | theory | Given a pesticide label and its SDS, the student identifies every required label section, interprets signal words, hazard statements, PPE requirements, and restricted-use status, and explains the chain of federal and state authority governing that product. |
| At least three genuine pesticide labels (one RUP, two general-use) sourced from manufacturer websites; corresponding SDS documents; EPA FIFRA overview fact sheet; state pesticide applicator law reference sheet; student worksheets; whiteboard. | Completed label worksheet scored against an answer key; students must correctly identify all required label sections and accurately interpret signal word and PPE requirements on at least two of three labels (80% accuracy) to pass this lesson check. |
| 2 | Pesticide Chemistry: Formulations, Classification, and Resistance Management | 6 | theory | The student classifies a given pesticide by formulation type, chemical family, target pest mode of action using IRAC groupings, and explains how improper rotation leads to resistance, selecting an appropriate rotation strategy for a described scenario. |
| Pesticide formulation samples or high-resolution photo set; IRAC mode-of-action classification card set (printable from irac-online.org); pesticide product cards; resistance case-study article (university extension source); student comparison chart worksheets. | Card-sort accuracy checked by instructor: students must correctly classify at least 16 of 20 products by IRAC group (80%) and correctly name at least four distinct formulation types with one characteristic each to pass. |
| 3 | Pesticide Math: Dilutions, Rates, and Equipment Calibration | 6 | lab | Using label rates and field measurements, the student calculates concentrate volumes for target dilutions and total tank mixes, calibrates a hand-pump sprayer output, and adjusts the mix to deliver the label rate per 1,000 sq ft within a 5% tolerance. |
| Hand-pump compression sprayers (one per two students); measuring tape; graduated cylinders; buckets; water; calculator; label rate reference sheets; calibration field log forms; math problem-set handout; outdoor or large indoor space marked in a 1,000-sq-ft grid. | Calibration field log reviewed: sprayer output calculation must be within 5% of instructor-measured actual output. Mock mixing math must be 100% correct on the final calculation to pass (one re-attempt allowed with instructor coaching). |
| 4 | Integrated Pest Management: Principles, Inspection, and IPM Plan Writing | 6 | practice | Given a structural pest scenario with inspection data, the student writes a complete IPM plan that correctly sequences inspection, pest identification, threshold assessment, non-chemical and chemical control options, and documentation, meeting industry IPM plan standards. |
| Mock inspection site (classroom set up with props); inspection report forms; IPM plan template; scenario cards; simulated pest evidence props; digital camera or smartphone; magnifier; flashlight; EPA IPM in schools reference (adaptable to structural); NPMA technical reference for IPM. | IPM plan graded on rubric: all six required components (pest ID, threshold, non-chemical control, pesticide selection with label cite, monitoring schedule, follow-up date) must be present and internally consistent. Plans scoring below 80% on the rubric are revised and re-submitted within one class session. |
| 5 | Safe Handling, Mixing, Application, and Emergency Response | 5 | demo | Following label directions and applicable safety standards, the student selects and dons correct PPE, mixes a simulated pesticide product safely, demonstrates spill containment, and correctly describes first-aid steps for dermal and ocular pesticide exposure before any classmate demonstrates independently. |
| Assorted PPE (chemical-resistant gloves in multiple sizes, goggles, face shield, apron, half-face and full-face respirators with appropriate cartridges for demonstration); spill kit (absorbent, waste bags, labels); compression sprayers; colored water as surrogate concentrate; pre-mix checklist; spill incident log forms; SDS documents; first-aid reference card with Poison Control Center number posted visibly. | PPE donning and doffing observed by instructor using a pass/fail checklist: zero contamination errors during doffing required to pass. Spill containment steps must be performed in correct sequence. Students who fail either component repeat the demo before the end of the lesson. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Pesticide & IPM Knowledge Exam | Written exam | 25% | 75% or higher (30 of 40 items correct) | A 40-item multiple-choice and short-answer exam covering pesticide label interpretation, regulatory framework (FIFRA, state authority, RUP rules, recordkeeping), formulation types, chemical classification, mode of action, resistance management, IPM principles and plan components, dilution and rate math, and emergency response procedures. Items are written to match the cognitive level and content domains tested on the State Pesticide Applicator (Structural) license exam so students receive practice in that exam format. Standard met · Safety · Time · Quality/finish · Documentation |
| Pesticide Mixing and Application Skills Demonstration | Skills demonstration | 45% | Pass all five critical steps with zero safety violations; no re-attempt with a critical safety error | The student is given a scenario card with a pest, facility type, and treatment area and must: select correct PPE from the label, perform the dilution calculation correctly, mix a surrogate product using proper technique including triple-rinse, apply to a designated surface using a calibrated sprayer at the label rate, and document the application on a service record form. An instructor evaluates each step against a five-category rubric (PPE selection, math accuracy, mixing technique, application technique, documentation); any critical safety violation (e.g., no gloves, incorrect rate by more than 10%) results in an immediate stop and a required remediation before re-attempt. Standard met · Safety · Time · Quality/finish · Documentation |
| IPM Plan and Inspection Lab Log | Log | 15% | 80% overall on the rubric; all six plan components must be present | Students submit the IPM plan written during Lesson 4 plus their inspection field notes and any photographs from the mock inspection exercise, compiled as a single lab log entry. The rubric evaluates completeness (all six components present), accuracy of pest identification and threshold rationale, appropriateness of control tactics, quality of documentation, and correct pesticide label citation. This document represents the type of written record a licensed applicator maintains and defends in a regulatory audit. Standard met · Safety · Time · Quality/finish · Documentation |
| PPE and Spill-Response Safety Check | Safety audit | 15% | Pass/fail — all critical safety behaviors must be demonstrated correctly with zero errors; one coached re-attempt permitted | A structured observation conducted during or immediately after Lesson 5 in which the instructor uses a binary (pass/fail per item) safety checklist to verify: correct PPE selected and donned for the given label, zero doffing contamination, spill containment steps in correct sequence, and accurate verbal recitation of first-aid and Poison Control contact steps for an assigned exposure scenario. Any item failed triggers immediate instructor feedback and a re-attempt the same session; persistent failure requires additional supervised practice before the student may continue to Lesson 4 of the next course. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-PEST78-04 Trade course
Termite and Wood-Destroying Organism Identification, Inspection, and Control
29 hr · $365 COMPLIMENTARY
This course teaches students to identify, inspect for, and control termites and other wood-destroying organisms (WDOs) found in and around structures in the United States. Students learn the biology, damage signs, inspection protocols, and integrated pest management strategies for subterranean and drywood termites, wood-boring beetles, and wood-decay fungi. Lessons map directly to the wood-destroying organism content areas tested on the State Pesticide Applicator (Structural) license exam and the NPMA certification.
Outcomes- Identify the major wood-destroying organisms found in US structures—including subterranean termites, drywood termites, dampwood termites, wood-boring beetles, and wood-decay fungi—by species group, life stage, and diagnostic sign
- Conduct a systematic WDO inspection of a residential structure using standard inspection tools and document findings on a written inspection report consistent with state licensing requirements
- Explain the biology and behavior of Eastern subterranean termites, Formosan subterranean termites, drywood termites, and common wood-boring beetles well enough to select appropriate IPM control strategies
- Describe the correct selection, mixing, application, and safety precautions for liquid termiticides, termite bait systems, and borates, referencing the product label as the legal standard
- Demonstrate proper personal protective equipment (PPE) selection and use for termite and WDO chemical applications in compliance with label requirements and OSHA standards
- Complete and interpret a mock WDO inspection report, identifying deficiencies and recommending corrective actions in language a homeowner can understand
Course text
This course teaches students to identify, inspect for, and control termites and other wood-destroying organisms (WDOs) found in and around structures in the United States. Students learn the biology, damage signs, inspection protocols, and integrated pest management strategies for subterranean and drywood termites, wood-boring beetles, and wood-decay fungi. Lessons map directly to the wood-destroying organism content areas tested on the State Pesticide Applicator (Structural) license exam and the NPMA certification.
How the course runs. 5 blocks: WDO Biology, Identification, and Damage Recognition; Termite and WDO Inspection Procedures and Report Writing; Liquid Termiticide Application: Soil Treatment and Barrier Methods; Termite Bait Systems, Borates, and Non-Chemical IPM Strategies; Integrated Review: Inspection to Treatment Plan with Safety and Legal Compliance.
What competent looks like. Identify the major wood-destroying organisms found in US structures—including subterranean termites, drywood termites, dampwood termites, wood-boring beetles, and wood-decay fungi—by species group, life stage, and diagnostic sign. Conduct a systematic WDO inspection of a residential structure using standard inspection tools and document findings on a written inspection report consistent with state licensing requirements. Explain the biology and behavior of Eastern subterranean termites, Formosan subterranean termites, drywood termites, and common wood-boring beetles well enough to select appropriate IPM control strategies. Describe the correct selection, mixing, application, and safety precautions for liquid termiticides, termite bait systems, and borates, referencing the product label as the legal standard. Demonstrate proper personal protective equipment (PPE) selection and use for termite and WDO chemical applications in compliance with label requirements and OSHA standards. Complete and interpret a mock WDO inspection report, identifying deficiencies and recommending corrective actions in language a homeowner can understand.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | WDO Biology, Identification, and Damage Recognition | 7 | theory | Given photographs, physical specimens, and damage samples, students will correctly identify at least eight WDO species groups by distinguishing morphological features and damage sign with 80% accuracy on a written identification quiz. |
| Pinned insect specimens or quality replica kits, wood-damage display blocks (mud tubes, frass, galleries), dissecting magnifiers, Peterson Field Guide to Insects or equivalent trade reference, NPMA Field Guide to Structural Pests (current edition), projected slide deck, Cornell-note templates, identification worksheets | Written identification quiz of 20 photographic specimens and damage samples; students must score 16/20 (80%) correct, naming the organism group and one key diagnostic feature for each; instructor reviews any missed items one-on-one before the lesson is marked complete |
| 2 | Termite and WDO Inspection Procedures and Report Writing | 7 | demo | Students will perform a complete WDO inspection of a mock residential structure following a systematic inspection sequence, correctly using all standard inspection tools, and produce a written inspection report that captures all planted evidence items at 100% detection rate. |
| Flashlight (minimum 200 lumens), flathead screwdriver or steel probe, pin-type moisture meter, rubber mallet, telescoping inspection mirror, knee pads, disposable Tyvek coveralls, nitrile gloves, standard WDO inspection form (state-compliant template), clipboard, pencil, evidence-marker set, peer-review rubric, NPMA inspection reference card | Students must locate and document at least 9 of 10 planted evidence items (90% detection) and submit a written inspection report that earns a passing score of 75% or higher on the rubric; any student below either threshold repeats the inspection with a fresh evidence set before advancing |
| 3 | Liquid Termiticide Application: Soil Treatment and Barrier Methods | 6 | lab | Students will correctly calculate a liquid termiticide dilution, set up application equipment, and apply a simulated soil barrier treatment to a practice trench, demonstrating label compliance and full PPE use throughout. |
| Product labels (two representative termiticides, instructor-supplied copies), backpack pump sprayer with soil injection rod, graduated cylinders, gallon jugs for measuring, outdoor sandbox or trench area, water (training solution), chemical-resistant gloves (label-specified), safety glasses, Tyvek coveralls, closed-toe chemical-resistant boots, math worksheet, equipment-calibration log, performance checklist | Students must (1) calculate the correct volume within ±5% error on the math worksheet, (2) achieve a calibrated output rate within ±10% of target, and (3) score 100% on all PPE and label-compliance items on the performance checklist; any deficiency in PPE compliance is an automatic re-do of that portion before the student may continue |
| 4 | Termite Bait Systems, Borates, and Non-Chemical IPM Strategies | 5 | practice | Students will select and justify an appropriate IPM treatment strategy—bait system, borate wood treatment, or structural/environmental modification—for at least three distinct WDO infestation scenarios, referencing label requirements and IPM principles. |
| Termite bait station training kits or decommissioned bait station hardware, rubber mallet, measuring tape, borate product label and SDS, scenario case-study packets, blank comparison matrix, graph paper for scaled diagrams, monitoring report card templates, NPMA Field Guide to Structural Pests | Students submit a written scenario-analysis response for one assigned case study (different from their group presentation case); responses are graded on a four-criteria rubric (correct organism identification, appropriate treatment selection justified by label or biology, inclusion of IPM non-chemical measures, safety/label compliance); passing score is 75%; responses below 75% are revised once with instructor feedback before the grade is recorded |
| 5 | Integrated Review: Inspection to Treatment Plan with Safety and Legal Compliance | 4 | field | Students will complete an end-to-end simulated service call—inspection, written report, treatment plan, and verbal customer communication—demonstrating integration of identification, inspection, treatment selection, safety, and regulatory knowledge at a professional standard. |
| Fully prepared mock structure with unseen evidence set, WDO inspection form, treatment-plan template, label copies for two treatment products, PPE (full set as appropriate to each zone), homeowner-debrief rubric, State Pesticide Applicator exam content outline (state-issued), NPMA certification content outline, student personal study guides | Instructor scores the completed inspection report (90% of planted evidence found), written treatment plan (pass/fail on each safety and label-compliance item—all must pass), and homeowner debrief rubric (75% overall); any single failing element must be remediated with a second attempt on a parallel scenario before the course grade is awarded |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| WDO Identification and Biology Knowledge Exam | Written exam | 25% | 75% (30 of 40 questions correct) | A 40-question written exam covering organism identification, life cycles, damage signs, inspection methods, treatment chemistry, label interpretation, and IPM principles as addressed in all five lessons. Questions are written in the multiple-choice and short-answer formats used on the State Pesticide Applicator (Structural) exam and the NPMA certification, giving students direct practice with credential-style items. Students who score below 75% complete a targeted review and sit an alternate-form exam within one week. Standard met · Safety · Time · Quality/finish · Documentation |
| Inspection and Treatment Plan Skills Demonstration | Skills demonstration | 45% | Detect 90% of planted evidence; 100% of PPE and label-compliance checklist items; treatment plan rubric 75% overall | Each student independently conducts a timed WDO inspection of the practice structure, completes an inspection report, and writes a treatment plan; the instructor observes and scores using a structured performance checklist that mirrors the field competencies evaluated in externship employer reports. All critical safety and label-compliance items are pass/fail with no partial credit; failure of any critical item requires immediate remediation and re-demonstration before the student advances. Standard met · Safety · Time · Quality/finish · Documentation |
| Lab and Field Activity Log | Log | 15% | All five lesson logs submitted; each log scores 75% or higher on the completeness and accuracy rubric | Students maintain a running lab log throughout the course documenting observations, calculations, equipment readings, and reflective notes from each hands-on lesson; entries must include date, activity, materials used, data recorded, and a one-paragraph reflection on what was learned and how it relates to real field practice. The compiled log is submitted at course end and evaluated for factual accuracy, completeness, and professional documentation habits that will be required in externship and licensed field work. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety and Regulatory Compliance Check | Safety audit | 15% | 100% on all critical safety and regulatory items; no deductions permitted on PPE, SDS, or label-compliance line items | The instructor conducts a structured observation at the conclusion of the soil-treatment lab, verifying that each student can independently select and don correct PPE, locate and interpret the SDS for an assigned product, identify the required pre-application notification obligations under the product label, and properly decontaminate and store equipment. This check is graded pass/fail on every critical item with zero tolerance for PPE omissions or label violations, consistent with the safety-first standard enforced on the State Pesticide Applicator exam and in licensed field practice. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-PEST78-05 Trade course
Structural Fumigation Basics
29 hr · $365 COMPLIMENTARY
This course introduces the principles, equipment, and regulatory requirements of structural fumigation using gas fumigants, with emphasis on drywood termite and stored-product pest control in occupied and commercial buildings. Students learn tarpaulin placement, gas concentration measurement, aeration procedures, and the strict safety and legal protocols governing fumigation work. Lessons map directly to the structural pest control sections tested on the State Pesticide Applicator (Structural) exam and the NPMA certification.
Outcomes- Explain the mode of action of common structural fumigants and identify the pest targets, exposure periods, and concentration requirements that produce lethal results.
- Describe all pre-fumigation steps including structure inspection, occupant notification, food and drug bagging, utility shut-off, and posting of warning signs in compliance with state and federal label requirements.
- Demonstrate correct donning, use, and doff of self-contained breathing apparatus (SCBA) and supplied-air respirators used during fumigant introduction and re-entry.
- Use a gas detection instrument (colorimetric tube or electronic detector) to measure fumigant concentration and determine when a structure has cleared to the label-required re-entry level.
- Identify the legal and liability obligations of a licensed fumigation crew: fumigant labeling as law, restricted-use pesticide recordkeeping, secondary containment, and consumer notification requirements.
- Complete a written fumigation preparation checklist and a clearance log that meet the documentation standards tested on the State Pesticide Applicator (Structural) exam.
Course text
This course introduces the principles, equipment, and regulatory requirements of structural fumigation using gas fumigants, with emphasis on drywood termite and stored-product pest control in occupied and commercial buildings. Students learn tarpaulin placement, gas concentration measurement, aeration procedures, and the strict safety and legal protocols governing fumigation work. Lessons map directly to the structural pest control sections tested on the State Pesticide Applicator (Structural) exam and the NPMA certification.
How the course runs. 5 blocks: Fumigants: Chemistry, Mode of Action, and Pest Targets; Pre-Fumigation Preparation: Inspection, Notification, and Structure Sealing; Respiratory Protection and Personal Protective Equipment for Fumigation; Tarpaulin Placement, Gas Introduction, and Concentration Monitoring; Aeration, Clearance Testing, Re-Entry, and Regulatory Documentation.
What competent looks like. Explain the mode of action of common structural fumigants and identify the pest targets, exposure periods, and concentration requirements that produce lethal results. Describe all pre-fumigation steps including structure inspection, occupant notification, food and drug bagging, utility shut-off, and posting of warning signs in compliance with state and federal label requirements. Demonstrate correct donning, use, and doff of self-contained breathing apparatus (SCBA) and supplied-air respirators used during fumigant introduction and re-entry. Use a gas detection instrument (colorimetric tube or electronic detector) to measure fumigant concentration and determine when a structure has cleared to the label-required re-entry level. Identify the legal and liability obligations of a licensed fumigation crew: fumigant labeling as law, restricted-use pesticide recordkeeping, secondary containment, and consumer notification requirements. Complete a written fumigation preparation checklist and a clearance log that meet the documentation standards tested on the State Pesticide Applicator (Structural) exam.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Fumigants: Chemistry, Mode of Action, and Pest Targets | 5 | theory | Students will correctly explain how structural fumigants kill target pests, identify which fumigants are in current commercial use for structural applications, and describe the dosage concept of concentration × time (CT). |
| Current EPA-registered structural fumigant label (instructor-provided copy), EPA Pesticide Registration documents for sulfuryl fluoride, NPMA Field Guide to Structural Pests (relevant sections), whiteboard, comparison chart handout, case-study packet | Exit quiz of 10 multiple-choice questions on fumigant chemistry, CT concept, and target pests; students must score 80% or higher to advance to the next lesson. |
| 2 | Pre-Fumigation Preparation: Inspection, Notification, and Structure Sealing | 7 | demo | Students will complete a pre-fumigation preparation checklist—including occupant notification, food and drug removal or bagging, utility isolation, and tarpaulin inspection—following label requirements and state regulatory standards. |
| Pre-fumigation checklist form (state-standard format), gas-impermeable bag samples and twist-ties, food and drug prop items, printed warning sign templates (EPA-required format), fumigation order form, utility shutoff diagram handouts, role-play rubric | Instructor evaluates each student's completed pre-fumigation checklist against a master answer key; all 12 mandatory checklist items must be correctly addressed (100% on safety-critical items, 80% overall) before the student proceeds. |
| 3 | Respiratory Protection and Personal Protective Equipment for Fumigation | 6 | lab | Students will correctly don, seal-check, use, and doff a self-contained breathing apparatus (SCBA) and demonstrate understanding of when each class of respiratory protection is required under fumigation label and OSHA standards. |
| Training SCBA units (one per two students minimum), SCBA instructor demonstration unit, OSHA 29 CFR 1910.134 reference sheet, fumigant label PPE section, PPE scenario cards, skills checklist, chemical-resistant gloves, Tyvek coveralls, safety glasses | Skills checklist: student must perform a correct SCBA donning and seal check with zero critical errors (critical errors defined on checklist as: cylinder not open, regulator not attached, seal check not performed, buddy check skipped); one repeat attempt allowed with instructor coaching; failure after two attempts requires full lesson repetition before assessment. |
| 4 | Tarpaulin Placement, Gas Introduction, and Concentration Monitoring | 6 | practice | Students will describe and sequence the steps for tarpauling a structure, gas introduction using cylinder equipment, and in-structure concentration monitoring with a gas detection instrument, explaining how readings are used to confirm lethal CT is achieved. |
| Training structure prop or scaled model frame, tarpaulin material samples, sand snakes or weighted seal props, probe tube samples, colorimetric detector tube pump and tubes (or simulation trainer), electronic fumigant detector (demonstration unit), fumigant label dosage and temperature tables, field notebooks, laminated step-sequencing cards | Field notebook reviewed by instructor: student must correctly record the sequential steps of tarpauling and monitoring and show a correct CT calculation for a provided scenario (temperature, target pest, structure volume) with no errors in the label table look-up; 80% of notebook entries must be accurate and all safety-critical steps must be present. |
| 5 | Aeration, Clearance Testing, Re-Entry, and Regulatory Documentation | 5 | theory | Students will describe the full aeration and clearance procedure, explain the legal re-entry concentration limit requirements stated on the fumigant label, and complete a fumigation log and restricted-use pesticide record that meet state applicator licensing documentation requirements. |
| Fumigant label aeration and clearance sections, blank fumigation log forms, blank restricted-use pesticide application record forms, scenario completion packet, peer review answer key, EPA restricted-use pesticide recordkeeping guidance summary, state pesticide applicator study guide (relevant regulations chapter) | Completed fumigation log and RUP record reviewed against answer key: all mandatory fields must be present and accurate (100% on applicator name, license number, product EPA registration number, and amount used as these are legally required fields); overall form accuracy must be 85% or higher. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Fumigation Fundamentals Knowledge Exam | Written exam | 25% | 75% or higher (all questions in the safety and legal sections must be answered correctly regardless of overall score) | A 50-question multiple-choice and short-answer written exam covering fumigant mode of action, CT dosage, pre-fumigation preparation steps, regulatory requirements, aeration and clearance procedures, and label interpretation, mirroring the question style and content areas of the State Pesticide Applicator (Structural) licensing exam. Standard met · Safety · Time · Quality/finish · Documentation |
| SCBA and PPE Selection Skills Demonstration | Skills demonstration | 45% | Zero critical errors on the SCBA donning and seal-check checklist; 80% accuracy on PPE selection scenarios | Students perform a complete SCBA donning, buddy check, and seal check in front of the instructor and complete a six-scenario PPE selection exercise; performance is evaluated against a standardized skills checklist with clearly defined critical and non-critical error categories. Standard met · Safety · Time · Quality/finish · Documentation |
| Fumigation Procedure Lab Log | Log | 15% | 85% accuracy across all entries; 100% completion of all safety-critical and legally required fields | Students submit their field notebook from Lessons 4 and 5, including the tarpauling and monitoring sequence diagram, the CT calculation exercise, and the completed fumigation log and restricted-use pesticide application record; the instructor evaluates accuracy, completeness, and correct use of label references. Standard met · Safety · Time · Quality/finish · Documentation |
| Pre-Fumigation Safety Walk-Through Check | Safety audit | 15% | All 12 mandatory safety items on the checklist must be correctly identified and addressed; any missed item rated 'critical' (live animal present, gas not shut off, warning sign not posted) results in automatic failure and required remediation before program continuation | Students independently conduct a pre-fumigation safety inspection of a staged mock structure containing deliberate deficiencies (hidden props representing a caged bird, an unsealed food item, an unposted entry point, and a gas appliance valve in the open position) and must identify and document all deficiencies on the standard pre-fumigation checklist within a set time limit. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-PEST78-06 Trade course
Safety & Law for Pest Control Technicians
28 hr · $355 COMPLIMENTARY
This course covers the federal and state regulatory framework governing pesticide use and pest control operations, OSHA hazard-communication and personal protective equipment requirements specific to the trade, and the legal obligations technicians carry from licensing through record-keeping. Learners connect every safety practice and legal rule to real field scenarios so they can operate lawfully and without injury from day one on the job.
Outcomes- Identify the federal statutes and regulations—including FIFRA and the Worker Protection Standard—that govern pesticide purchase, storage, application, and disposal, and explain the technician's personal legal liability under each.
- Select, inspect, don, doff, and maintain the correct PPE for each pesticide formulation type and exposure route, demonstrating compliance with pesticide label requirements and OSHA Hazard Communication standards.
- Interpret a Safety Data Sheet and a pesticide label, extract emergency first-aid instructions, and respond correctly to a simulated dermal, inhalation, or ingestion exposure scenario.
- Describe the required contents of a pesticide application record and complete an accurate mock record that meets state licensing board documentation standards.
- Explain the rights and responsibilities established by the EPA Worker Protection Standard for both agricultural and non-agricultural pest control settings, including re-entry intervals and posting requirements.
- Apply lockout/tagout principles, confined-space awareness, and vehicle/equipment safety rules that apply to structural pest control operations.
Course text
This course covers the federal and state regulatory framework governing pesticide use and pest control operations, OSHA hazard-communication and personal protective equipment requirements specific to the trade, and the legal obligations technicians carry from licensing through record-keeping. Learners connect every safety practice and legal rule to real field scenarios so they can operate lawfully and without injury from day one on the job.
How the course runs. 5 blocks: Federal & State Regulatory Framework: FIFRA, WPS, and Licensing Law; Pesticide Labels, Safety Data Sheets, and Hazard Communication; PPE Selection, Inspection, Donning & Doffing, and Respiratory Protection; Application Records, Notification, Posting, and Pesticide Storage & Disposal Law; OSHA Hazard Communication, Lockout/Tagout Awareness, Confined Space, and Vehicle Safety.
What competent looks like. Identify the federal statutes and regulations—including FIFRA and the Worker Protection Standard—that govern pesticide purchase, storage, application, and disposal, and explain the technician's personal legal liability under each. Select, inspect, don, doff, and maintain the correct PPE for each pesticide formulation type and exposure route, demonstrating compliance with pesticide label requirements and OSHA Hazard Communication standards. Interpret a Safety Data Sheet and a pesticide label, extract emergency first-aid instructions, and respond correctly to a simulated dermal, inhalation, or ingestion exposure scenario. Describe the required contents of a pesticide application record and complete an accurate mock record that meets state licensing board documentation standards. Explain the rights and responsibilities established by the EPA Worker Protection Standard for both agricultural and non-agricultural pest control settings, including re-entry intervals and posting requirements. Apply lockout/tagout principles, confined-space awareness, and vehicle/equipment safety rules that apply to structural pest control operations.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Federal & State Regulatory Framework: FIFRA, WPS, and Licensing Law | 6 | theory | Given a set of pest control scenarios, the learner correctly identifies the federal law, regulation, or state licensing rule that applies and states the technician's legal obligation in each case. |
| Current EPA-registered pesticide label (general-use and restricted-use examples), EPA FIFRA summary fact sheet, state pesticide applicator laws and regulations study guide (state department of agriculture publication), OSHA 29 CFR 1910.1200 Hazard Communication overview handout, whiteboard, projector | Exit ticket: ten true/false and multiple-choice questions on FIFRA provisions, RUP rules, and licensing requirements; learners must score 80% or higher; those below 80% complete a targeted re-read and retake before Lesson 2. |
| 2 | Pesticide Labels, Safety Data Sheets, and Hazard Communication | 6 | lab | The learner accurately extracts first-aid instructions, PPE requirements, signal words, and emergency contact information from a pesticide label and its corresponding Safety Data Sheet for at least four different product types. |
| Four current pesticide labels (printed or projected), corresponding SDSs, SDS scavenger-hunt worksheet, GHS pictogram reference card, EPA pesticide label how-to read guide, simulated eyewash station or photo, timer | Completed label/SDS worksheet reviewed by instructor against answer key; learner must correctly identify all required PPE items and all first-aid steps for at least three of four products (75% accuracy across all data fields) to pass; any incorrect first-aid answer triggers immediate correction and a second product review. |
| 3 | PPE Selection, Inspection, Donning & Doffing, and Respiratory Protection | 6 | demo | The learner correctly selects, inspects, dons, and doffs the full PPE ensemble required by a given pesticide label—including the appropriate respirator—without contaminating clean areas, as observed against a standardized checklist. |
| Chemical-resistant coveralls (Tyvek and higher-rated), nitrile inner gloves, chemical-resistant outer gloves (various), chemical splash goggles, full-face shield, chemical-resistant boot covers, half-face air-purifying respirators with OV/P100 cartridges, PPE inspection and donning/doffing checklist (OSHA-aligned), respirator care log forms | Instructor scores each learner's donning/doffing performance on the standardized checklist; all critical steps (glove removal without skin contact, respirator seal check, and correct sequence) must be completed correctly; a score of 80% overall on the checklist with zero critical errors on contamination-prevention steps constitutes a pass; any critical error requires immediate correction and a full repeat. |
| 4 | Application Records, Notification, Posting, and Pesticide Storage & Disposal Law | 5 | practice | The learner completes a fully accurate pesticide application record and a customer notification document for a simulated service call, meeting the minimum content requirements established in published state licensing guidance. |
| Blank pesticide application record forms (state-required format), customer notification/posting form, completed model application record, scenario packet with pesticide label and site data, EPA pesticide container disposal guidance, state pesticide applicator study guide (record-keeping section), pen | Completed application record and notification document are scored against a ten-field checklist; all required fields must be present and accurate; a score of 90% or better (nine of ten fields correct) is required to pass, because record errors carry direct legal consequences; any incomplete critical field (product name, EPA Reg. No., amount applied, applicator license number) must be corrected and resubmitted the same day. |
| 5 | OSHA Hazard Communication, Lockout/Tagout Awareness, Confined Space, and Vehicle Safety | 5 | field | The learner correctly applies OSHA hazard-communication obligations and identifies lockout/tagout, confined-space, and vehicle safety hazards in a simulated pest control workplace walkthrough, producing a written hazard identification and corrective-action report. |
| Mock service vehicle bay setup or photo set of hazards, hazard identification form, OSHA 29 CFR 1910.147 LOTO summary card, lockout hasp and tag demonstration kit (de-energized), confined space identification photo set, OSHA confined space definition reference card, driver pre-trip checklist with errors, OSHA 10 reference materials | Completed hazard identification and corrective-action report: learner must identify at least eight of ten planted hazards and provide a correct corrective action for each identified hazard; a score of 80% on identified hazards with 100% accuracy on corrective actions for the two LOTO hazards constitutes a pass; any missed LOTO hazard is reviewed and the learner must verbally explain the correct procedure before leaving. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Regulatory & Safety Knowledge Exam | Written exam | 25% | Score of 75% or higher (matching the passing threshold used by most state pesticide applicator licensing exams for the laws and regulations category) | A 40-question written exam covering FIFRA provisions, pesticide labeling requirements, RUP rules, state licensing law obligations, WPS rights and responsibilities, record-keeping requirements, OSHA Hazard Communication, and storage and disposal law; questions are drawn from the same content domains tested on the state pesticide applicator (structural) licensing exam and reviewed NPMA certification study areas. Standard met · Safety · Time · Quality/finish · Documentation |
| PPE and Pesticide Exposure Response Skills Demonstration | Skills demonstration | 45% | Completion of all critical steps on the standardized checklist with zero critical errors (contamination of skin during doffing, incorrect first-aid response) and an overall checklist score of 80% or higher | The learner performs a full PPE donning and doffing sequence for a label-specified scenario, conducts an APR seal check, and then responds verbally and physically to a simulated exposure incident by locating the SDS, reading the correct first-aid instruction, and identifying the Poison Control Center contact—evaluated live by the instructor against the standardized checklist. Standard met · Safety · Time · Quality/finish · Documentation |
| Application Record and Notification Documentation Lab Log | Log | 15% | Nine of ten required fields completed accurately (90%), with all four legally critical fields—product name, EPA Reg. No., amount applied, and applicator license number—correct | Using a provided scenario packet, the learner independently completes a pesticide application record and a customer notification/posting document; the instructor scores both against a field-by-field checklist aligned to state licensing record-keeping requirements, and the learner receives written feedback identifying any deficient fields and the legal consequence of each omission. Standard met · Safety · Time · Quality/finish · Documentation |
| Workplace Hazard Identification Safety Check | Safety audit | 15% | Identification of at least eight of ten planted hazards with a correct corrective action cited for each, and verbal demonstration of the correct LOTO sequence with zero steps out of order | In the simulated pest control service bay and storage area used in Lesson 5, the learner conducts an independent walkthrough, completes the hazard identification form without partner assistance, and orally explains the LOTO procedure to the instructor; this assessment verifies that the learner can proactively recognize and correct OSHA-regulated hazards before beginning field work. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-PEST78-07 Capstone
Capstone Project: Integrated Pest Management Plan Development and Defense
54 hr · $540 COMPLIMENTARY
Students design, document, and defend a complete, site-specific Integrated Pest Management plan for a realistic structural pest scenario, drawing on all prior coursework including entomology, pesticide selection, termite/WDO assessment, fumigation considerations, regulatory compliance, and safety protocols. The capstone requires students to produce professional-grade inspection reports, treatment recommendation documents, and a pesticide application record set, then present and defend their work before an evaluator panel. Successful completion demonstrates job-entry readiness and directly maps to both the State Pesticide Applicator (Structural) exam content areas and NPMA certification competencies.
Outcomes- Conduct a simulated structural pest inspection and accurately identify at least three pest species or pest-evidence types using standard entomological and WDO diagnostic criteria.
- Produce a written IPM plan that selects and justifies pesticide products, application methods, and non-chemical controls appropriate to the identified pests, site conditions, and applicable label requirements.
- Complete a full set of professional pest control documentation—including an inspection report, treatment proposal, pesticide application record, and client communication letter—that meets state regulatory recordkeeping standards.
- Demonstrate correct PPE selection, pesticide label interpretation, and safety protocol adherence during a simulated or live treatment scenario evaluated against OSHA and EPA Worker Protection Standard criteria.
- Verbally defend all plan decisions, respond to examiner questions about pest biology, product chemistry, and legal requirements, and self-identify any corrections needed, achieving a score of 80% or higher on the oral rubric.
- Reflect on professional readiness gaps and produce a targeted career-development action plan referencing credential exam areas still requiring study before the State Pesticide Applicator exam.
Course text
Students design, document, and defend a complete, site-specific Integrated Pest Management plan for a realistic structural pest scenario, drawing on all prior coursework including entomology, pesticide selection, termite/WDO assessment, fumigation considerations, regulatory compliance, and safety protocols. The capstone requires students to produce professional-grade inspection reports, treatment recommendation documents, and a pesticide application record set, then present and defend their work before an evaluator panel. Successful completion demonstrates job-entry readiness and directly maps to both the State Pesticide Applicator (Structural) exam content areas and NPMA certification competencies.
How the course runs. 4 blocks: Site Assignment Briefing and Inspection Planning; Mock Structural Inspection and Pest Identification; IPM Plan Development and Professional Documentation Package; Capstone Oral Defense and Professional Readiness Reflection.
What competent looks like. Conduct a simulated structural pest inspection and accurately identify at least three pest species or pest-evidence types using standard entomological and WDO diagnostic criteria. Produce a written IPM plan that selects and justifies pesticide products, application methods, and non-chemical controls appropriate to the identified pests, site conditions, and applicable label requirements. Complete a full set of professional pest control documentation—including an inspection report, treatment proposal, pesticide application record, and client communication letter—that meets state regulatory recordkeeping standards. Demonstrate correct PPE selection, pesticide label interpretation, and safety protocol adherence during a simulated or live treatment scenario evaluated against OSHA and EPA Worker Protection Standard criteria. Verbally defend all plan decisions, respond to examiner questions about pest biology, product chemistry, and legal requirements, and self-identify any corrections needed, achieving a score of 80% or higher on the oral rubric. Reflect on professional readiness gaps and produce a targeted career-development action plan referencing credential exam areas still requiring study before the State Pesticide Applicator exam.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Site Assignment Briefing and Inspection Planning | 10 | practice | Students will receive their assigned capstone scenario, review all relevant background materials, and produce a written pre-inspection plan that identifies target pests, inspection zones, required PPE, and applicable regulatory considerations before entering the site. |
| Scenario packets (instructor-prepared), Mallis Handbook of Pest Control (current edition), state pesticide applicator candidate handbook, inspection checklist template, peer-review rubric, pencils/highlighters, course notes from Courses 2–6 | Instructor reviews submitted pre-inspection plan against a 10-point rubric: correct pest identification targets (2 pts), complete zone list (2 pts), accurate PPE specification matching scenario hazards (3 pts), regulatory notes present (2 pts), professional written format (1 pt). Pass = 8/10. |
| 2 | Mock Structural Inspection and Pest Identification | 14 | lab | Students will perform a hands-on simulated structural inspection of the assigned scenario site (using a mock-up room, a partner's supervised real structure, or an instructor-staged training space), collect evidence, and accurately identify all pest species or indicators present using standard diagnostic methods. |
| Mock inspection site or instructor-staged training space with planted pest evidence (dead specimens, frass samples, simulated WDO damage, rodent droppings), inspection report form, pest ID worksheets, flashlight, moisture meter, flathead screwdriver, magnifying loupe, collection vials, digital camera or smartphone, Mallis Handbook, WDO inspection reference sheet | Instructor scores completed inspection report and pest ID worksheets on a 20-point rubric: all planted evidence items found and recorded (6 pts, 0.5 per item up to 12 items staged), correct identification of each evidence type (6 pts), severity ratings reasonable and justified (4 pts), professional report format and legibility (4 pts). Pass = 16/20. |
| 3 | IPM Plan Development and Professional Documentation Package | 20 | practice | Using inspection findings, students will draft a complete, site-specific IPM plan that selects appropriate chemical and non-chemical controls, justifies every decision by citing the product label or an IPM principle, and assembles a professional documentation package meeting state pesticide recordkeeping requirements. |
| IPM plan template, sample professional IPM plan (instructor-provided), current product label printouts for commonly used structural pesticides (instructor-provided packet), pesticide application record form, sample completed application record, client letter template, word processor with spell-check and readability tool, state pesticide applicator candidate handbook (regulatory reference), EPA label requirement reference sheet | Instructor evaluates the complete documentation package on a 30-point rubric: IPM narrative covers all pests from inspection with non-chemical controls addressed (6 pts), chemical selections are on-label for site and pest (6 pts), application records contain all required fields (6 pts), client letter is accurate and meets readability target (6 pts), overall professional presentation and absence of safety errors (6 pts). Pass = 24/30. Any on-label compliance error requires immediate revision before the oral defense. |
| 4 | Capstone Oral Defense and Professional Readiness Reflection | 10 | practice | Students will present their completed IPM plan and documentation package to an evaluator panel, defend all decisions under questioning, and produce a written self-assessment that maps remaining knowledge gaps to specific credential exam content areas. |
| Completed IPM plan and documentation package (student's own), oral defense scoring rubric, evaluator question bank (instructor-prepared, covering all major course topics), self-assessment worksheet, state pesticide applicator candidate handbook (for exam content area reference), NPMA certification competency outline | Oral defense scored on a 25-point rubric across five question areas (5 pts each): pest identification and biology, pesticide label and product selection, safety and PPE, WDO/fumigation knowledge, regulatory and recordkeeping compliance. Pass = 20/25. Self-assessment is scored pass/fail: pass requires identification of at least two genuine knowledge gaps mapped to a named credential exam area with a specific corrective action listed. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Capstone IPM Plan and Documentation Package | Project | 60% | Combined score of 70/80 across the inspection report rubric (20 pts) and the documentation package rubric (30 pts), plus 8/10 on the pre-inspection plan, with zero on-label compliance errors remaining uncorrected at time of submission | Students submit the complete set of written deliverables produced across Lessons 1–3: pre-inspection plan, inspection report with evidence log, IPM narrative, simulated pesticide application records, and client communication letter. The package is evaluated holistically for accuracy, regulatory compliance, professional quality, and integration of all major course content areas from the program. Meets specification · Within estimate · Workmanship · Safety · Documentation |
| Professional Documentation Portfolio | Portfolio | 20% | All five required document types present, each individually scored pass on its domain rubric, and no uncorrected safety or on-label error anywhere in the set | The portfolio collects one exemplar from each major document category a working structural pest control technician produces: inspection report, IPM plan, pesticide application record, client letter, and the self-assessment reflection linking gaps to credential exam areas. The portfolio is assessed for completeness, accuracy, and professional presentation, and is intended to serve as a job-application writing sample the student retains after program completion. Completeness · Organization · Evidence quality |
| Capstone Oral Defense | Oral / panel | 20% | Score of 20/25 on the structured evaluator rubric, with no single domain score below 3/5, and a written self-assessment scored pass | The oral defense before a two-person evaluator panel tests the student's ability to explain, justify, and critique their own work in real time under professional conditions. Evaluators probe all major knowledge domains—pest biology, product and label law, safety, WDO/fumigation, and recordkeeping—and the defense score is combined with the self-assessment to confirm the student is ready to advance to the externship and, ultimately, to the State Pesticide Applicator licensing exam. Explains decisions · Answers technical questions · Professional communication |
AGR-PEST78-08 Externship / clinical
Externship / Worksite Placement
81 hr · $325 COMPLIMENTARY
Students complete 81 supervised hours at a licensed pest control company, applying classroom knowledge under the direct oversight of a licensed commercial pesticide applicator. Rotations cover inspection, treatment, customer communication, and recordkeeping across residential and/or commercial accounts. A mid-term employer check-in and a final employer evaluation form document professional growth and readiness for entry-level employment.
Outcomes- Conduct a supervised pest inspection of a residential or commercial structure, identify pest evidence, and document findings on a standard inspection report.
- Mix, load, and apply pesticides to label directions under direct supervision of a licensed applicator, demonstrating correct PPE selection and safe-handling procedures throughout.
- Complete legally required service records, Material Safety Data Sheets references, and customer communication logs accurately for each supervised service visit.
- Demonstrate professional conduct—punctuality, uniform standards, respectful customer interaction, and equipment care—sufficient to earn a passing rating on the employer mid-term evaluation.
- Perform an integrated pest management site assessment, recommend a control strategy, and explain the recommendation to a customer or supervisor in plain language.
- Safely operate and maintain common pest control equipment (compressed-air sprayer, rodent bait station tools, inspection tools) following employer and OSHA safety protocols.
Course text
Students complete 81 supervised hours at a licensed pest control company, applying classroom knowledge under the direct oversight of a licensed commercial pesticide applicator. Rotations cover inspection, treatment, customer communication, and recordkeeping across residential and/or commercial accounts. A mid-term employer check-in and a final employer evaluation form document professional growth and readiness for entry-level employment.
How the course runs. 4 blocks: Orientation, Safety Protocols & Site Expectations; Supervised Inspection & Service Rounds — Weeks 1–3; Supervised Inspection & Service Rounds — Weeks 4–7; Final Employer Evaluation & Reflection Portfolio Submission.
What competent looks like. Conduct a supervised pest inspection of a residential or commercial structure, identify pest evidence, and document findings on a standard inspection report. Mix, load, and apply pesticides to label directions under direct supervision of a licensed applicator, demonstrating correct PPE selection and safe-handling procedures throughout. Complete legally required service records, Material Safety Data Sheets references, and customer communication logs accurately for each supervised service visit. Demonstrate professional conduct—punctuality, uniform standards, respectful customer interaction, and equipment care—sufficient to earn a passing rating on the employer mid-term evaluation. Perform an integrated pest management site assessment, recommend a control strategy, and explain the recommendation to a customer or supervisor in plain language. Safely operate and maintain common pest control equipment (compressed-air sprayer, rodent bait station tools, inspection tools) following employer and OSHA safety protocols.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Orientation, Safety Protocols & Site Expectations | 8 | field | The student correctly recites employer emergency procedures, confirms PPE inventory, and demonstrates proper vehicle and equipment inspection before departing on a service route. |
| Employer safety manual, company vehicle inspection log, PPE inventory checklist, SDS binder, daily field journal (student-supplied composition book or digital equivalent), OSHA Hazard Communication standard reference | Supervising applicator signs off on the orientation checklist; student scores 100% on a 10-item verbal safety quiz covering emergency contacts, spill response steps, and PPE selection rationale before riding on a service call. |
| 2 | Supervised Inspection & Service Rounds — Weeks 1–3 | 30 | field | The student completes a minimum of 12 supervised service visits, writing a legible, accurate inspection report and service record for each visit with no more than two supervisor-corrected errors per report by the end of week three. |
| Company service record forms, inspection report templates, calibrated measuring cylinders, pesticide labels and SDS documents for all products applied, employer mid-term evaluation rubric, daily field journal | Mid-term employer evaluation rubric: student must achieve a rating of 'meets expectations' or higher in at least four of five competency areas (safety, inspection accuracy, application technique, recordkeeping, professionalism) by the end of week three; any area rated 'below expectations' triggers a written corrective action plan. |
| 3 | Supervised Inspection & Service Rounds — Weeks 4–7 | 35 | field | The student independently drafts a complete IPM-based service recommendation for at least three distinct account types and successfully communicates that recommendation to the supervising applicator, who confirms its accuracy and appropriateness. |
| IPM planning worksheet, equipment maintenance logs, manufacturer equipment manuals, customer communication observation checklist, pesticide labels, daily field journal, NPMA Field Guide to Structural Pests (reference) | Supervisor observation checklist for customer communication: student must score 'satisfactory' on all four elements (accuracy, clarity, re-entry interval disclosure, professional demeanor) for at least four of the five evaluated visits; IPM recommendations must be confirmed as label-compliant and site-appropriate by the supervisor for all three required account types. |
| 4 | Final Employer Evaluation & Reflection Portfolio Submission | 8 | field | The student submits a complete externship reflection portfolio—including all service records, the mid-term evaluation, and a written self-assessment—and achieves a passing score on the final employer evaluation rubric. |
| Reflection portfolio folder or digital submission platform, all collected service records and inspection reports, employer final evaluation rubric, externship hour-tracking log, externship completion verification form, program coordinator contact information | Final employer evaluation rubric: student must achieve 'meets expectations' or higher in all five competency areas with no 'below expectations' rating remaining; reflection portfolio must include a minimum of 12 service records, the completed mid-term evaluation, and the two-page written reflection to be accepted by the program coordinator. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Final Employer Evaluation (Skills Demonstration) | Skills demonstration | 70% | Student must be rated 'meets expectations' or higher in all five competency areas on the employer evaluation rubric, with no 'below expectations' rating in any area at the conclusion of the 81 hours. | The supervising licensed applicator completes the program's standardized employer evaluation rubric assessing the student's demonstrated competency in workplace safety, pest inspection technique, pesticide application under supervision, service recordkeeping, and professional conduct. The signed rubric is submitted to the program coordinator as the official skills demonstration record. Competency · Safety · Attendance · Conduct · Initiative |
| Externship Field Journal & Service Record Log (Lab Log) | Log | 30% | The submitted log must contain entries for all 81 placement hours, include at least 12 legible and complete service records co-signed by the supervising applicator, and include the two-page written reflection; the program coordinator must accept the portfolio as complete before the student may advance to Course 9. | The student maintains a daily field journal throughout the placement documenting service visit details, products applied, IPM observations, equipment maintenance actions, and personal reflective notes, then compiles this with all co-signed service records into a final reflection portfolio. The portfolio serves as the verifiable log of worksite learning hours and is reviewed by the program coordinator alongside the signed externship completion verification form. Complete · Verified |
AGR-PEST78-09 Exam prep
Certification Exam Preparation: State Pesticide Applicator (Structural) & NPMA
23 hr · $230 COMPLIMENTARY
Students systematically review every domain tested on the State Pesticide Applicator (Structural) license exam and the NPMA certification, using timed practice sets, gap analysis, and full-length mock exams. Emphasis is placed on accurate recall of pesticide law, label interpretation, IPM decision-making, safety protocols, and pest identification so students enter testing centers with demonstrated readiness. No new content is introduced; all review is anchored to material covered in courses 1–8.
Outcomes- Correctly answer practice questions from each State Pesticide Applicator (Structural) exam domain at or above the minimum passing threshold established by the state licensing board.
- Correctly answer practice questions from each NPMA certification domain at or above the NPMA passing standard.
- Interpret a pesticide label and SDS to answer regulatory, PPE, mixing, and disposal questions without error.
- Identify common structural pest species, their biology, and appropriate IPM strategies from descriptions, images, or scenarios.
- Demonstrate test-taking strategies—time management, question elimination, and flagging—across two full-length timed mock exams.
- Produce a personal exam-readiness plan that targets each domain where practice scores fall below the passing threshold.
Course text
Students systematically review every domain tested on the State Pesticide Applicator (Structural) license exam and the NPMA certification, using timed practice sets, gap analysis, and full-length mock exams. Emphasis is placed on accurate recall of pesticide law, label interpretation, IPM decision-making, safety protocols, and pest identification so students enter testing centers with demonstrated readiness. No new content is introduced; all review is anchored to material covered in courses 1–8.
How the course runs. 4 blocks: Domain Mapping & Diagnostic Assessment; Targeted Domain Review: Law, Labels, Safety & Pest ID; Targeted Domain Review: IPM, Application Equipment, Math & Environmental Protection; Full-Length Mock Examinations & Final Readiness Review.
What competent looks like. Correctly answer practice questions from each State Pesticide Applicator (Structural) exam domain at or above the minimum passing threshold established by the state licensing board. Correctly answer practice questions from each NPMA certification domain at or above the NPMA passing standard. Interpret a pesticide label and SDS to answer regulatory, PPE, mixing, and disposal questions without error. Identify common structural pest species, their biology, and appropriate IPM strategies from descriptions, images, or scenarios. Demonstrate test-taking strategies—time management, question elimination, and flagging—across two full-length timed mock exams. Produce a personal exam-readiness plan that targets each domain where practice scores fall below the passing threshold.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Domain Mapping & Diagnostic Assessment | 4 | practice | Students identify their weak and strong domains across both credential exams by completing a scored diagnostic and mapping each question to its exam content area. |
| Diagnostic question bank (instructor-prepared from EPA core manual topics and NPMA study guide domains), state pesticide applicator candidate handbook, NPMA exam blueprint, graph paper or spreadsheet for domain tracking, pencils, calculators | Domain map is complete and accurate for all exam areas; student can verbally explain which two to three domains are lowest-scoring and name at least two specific topics to address. Diagnostic scores are recorded but not used as a pass/fail gate — the plan itself is the deliverable. |
| 2 | Targeted Domain Review: Law, Labels, Safety & Pest ID | 8 | theory | Students accurately explain pesticide law requirements, correctly interpret label and SDS information, describe required PPE and first-aid responses, and identify structural pests from images or written descriptions. |
| EPA Pesticide Applicator Core Manual (current edition), state structural pest control law summary sheet, sample pesticide labels (at least three products covering different signal words and pest types), sample SDS documents, pest identification flash cards with color images, NPMA QualityPro study guide sections, timer | 30-question timed section scored at ≥75% correct overall and ≥70% correct in each individual domain reviewed; students who score below threshold on any domain complete a targeted 10-question re-practice set before lesson 3. |
| 3 | Targeted Domain Review: IPM, Application Equipment, Math & Environmental Protection | 6 | practice | Students solve pesticide calculation problems without error, match application equipment to pest and site scenarios, apply IPM decision-making steps, and answer questions about environmental and groundwater protection requirements. |
| Pesticide math worksheet set (instructor-prepared), dimensional analysis reference card, sample scenario cards (instructor-prepared), application equipment diagrams (sprayers, dusters, bait stations, rodent traps), EPA environmental protection guidance summaries, calculator, updated domain maps from lessons 1 and 2 | All 12 math problems answered correctly (100% required; any error is corrected immediately with instructor guidance); 25-question practice set scored at ≥75% overall. Students who score below threshold on the math sub-set redo an alternate 6-problem set before the mock exam. |
| 4 | Full-Length Mock Examinations & Final Readiness Review | 5 | practice | Students complete two timed, full-length mock exams under realistic testing conditions and use scored results to confirm readiness or identify any remaining gaps before scheduling their credential exams. |
| Mock Exam 1 question set (instructor-prepared, 100+ questions, state structural exam domains), Mock Exam 2 question set (instructor-prepared, NPMA exam domains), answer sheets, timers, state candidate handbook (for reference during debrief only), NPMA exam blueprint (for reference during debrief only), updated domain maps | Mock Exam 1 scored at ≥75% overall (or the actual state passing threshold if published and higher); Mock Exam 2 scored at ≥75% overall (or NPMA passing threshold if published and higher). Students scoring below threshold on either mock exam receive a mandatory individual review session with the instructor before scheduling the live credential exam. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Dual Mock Certification Exam | Mock certification exam | 100% | ≥75% on each mock exam, or the published passing score for each credential if higher; all pesticide math items answered correctly on the in-lesson check; completed, accurate domain map and readiness plan submitted. | Students sit two full-length, timed mock exams—one modeled on the State Pesticide Applicator (Structural) licensing exam and one modeled on the NPMA certification—under realistic, closed-book, no-collaboration conditions. Scores are broken down by domain and compared against the diagnostic from lesson 1 to confirm measurable growth; any student who does not meet the passing threshold on either mock exam completes a mandatory individual remediation session with the instructor before being cleared to schedule the live credential exams. Score · Time management |
Program completion
External credential: NPMA Certification; State Pesticide Applicator (Structural)
Students prepare for and sit the State Pesticide Applicator (Structural) licensing examination administered by their state lead pesticide regulatory agency, and the NPMA certification examination administered by the National Pest Management Association. Pass standard: Credential issued by the body.
Back to Pest Control Technician · How the school gets authority to award these credentials
