BEST MANAGEMENT PRACTICES

PREPARATION

• Complete a detailed site assessment, such as the UConn Landscape Assessment Form (ipm.cahnr.uconn.edu/school-ipm).
• Perform a soil test (soiltest.uconn.edu) when renovating landscapes or when analyzing problems. If warranted, use organic amendments (e.g., compost, compost tea, or leaf mulch), calibrated as part of the overall nutrient management plan, to build soil organic matter and improve soil health, establish populations of beneficial soil organisms, and extend nutrient release.
• Assess the soil health and growing conditions of each landscape site. Factors that influence the rate of plant dehydration include soil type, topography, and exposure to wind and sunlight. Different areas of a school property may vary greatly in these characteristics, which will have a significant impact on the plants chosen for each area.
• Select appropriate plants for the site(s) based on sunlight requirements, wind, soil conditions, and water availability to ensure successful establishment. Utilize UConn’s Native Plant & Sustainable Landscaping Guide as a resource (s.uconn.edu/UConnNativePlantGuide).

DESIGN

• Landscape design on school properties should:
  • Provide a safe, calming environment that fosters learning, offers an aesthetically appealing design, and does not pose a security concern by physically or visually impeding visibility from within or outside the school.
  • Remain economically sustainable, considering both the installation and the long-term seasonal maintenance.
  • Protect environmental resources, including water.
  • Include plants that remain healthy and attractive all season-long with reduced maintenance.
  • Produce limited plant litter for reduced annual maintenance (refer to Table 3, Appendix).
  • Deter wildlife activity near buildings.
  • Minimize bee attraction near key entryways or areas frequently visited by students.
  • Ensure that plants are not placed too close to the building foundation, to reduce the ability of ants and termites to travel into the school building.
  • Avoid obstructing windows or visibility near entrances.
• Select plants based on the soil characteristics, climate, sun exposure, water availability, and pest concerns. Match plants with correct growing conditions, to reduce unnecessary irrigation and fertilizer inputs. Pair plants with their preferred native soil type (i.e., clay, sand, silt) and sun exposure (i.e., sunny vs. shady) (Figure 7).
• Group plants together with similar water, pH, and nutrient requirements to allow for the most efficient use of resources.
• Plant in "floral clumps,” which imitates the way plants naturally seed themselves and is both aesthetically pleasing and beneficial for pollinators (Figure 8). It is easier for pollinators to locate and benefit from plantings when there are five or more of each pollinator-supporting species in a group (Credit Valley Conservation, 2017).
• Utilize a diverse range of plant species. Choose plants that offer ornamental interest in every season, especially from fall through late spring, when staff, students, and visitors who regularly frequent the building can appreciate them. Bark, foliage, fruit, and fragrance are ornamental characteristics to consider in addition to flowers.
• Select flowers with a variety of colors, shapes, sizes, heights, and growth habits to attract pollinators. Choose plants with a wide range of flowering times to extend the forage season and attractiveness of the planting. Native plants that bloom and attract pollinators in spring (e.g., willow, golden alexander) or fall (e.g., ironweed (Figure 10), goldenrod, aster) will provide more opportunities for student observation and learning from pollinator activity.
• Consider including species that support both butterfly/moth larvae and adults. Many butterfly and moth species are highly specialized, requiring specific foods for their survival (e.g., monarch caterpillars can only survive by consuming milkweed plants). To reap the benefit of supporting pollinators and providing the educational environment for students, it is important to consider some plants that will be tolerated being eaten by these beneficial species. Many trees, too, are butterfly larval host plants, including oak, maple, and willow (refer to Table 1, Appendix).
• Use plants that, once established, will perform well over time. Select plants that do not require excess care to maintain (e.g., frequent pruning).
  • Ensure that the mature height and spread of each plant is accounted for to avoid the need for excessive pruning or regular replacement.
  • Select trees and shrubs that produce minimal litter (e.g., fruit, nuts, berries, seed pods) where children actively frequent, which may pose a potential health hazard and to minimize additional maintenance (refer to Table 4, Appendix).
• For high visibility areas, “nativars” may be of value. Nativars are cultivars and hybrids derived from native plants. Some nativars provide as much benefit for pollinators as straight species, while others do not. They are often more compact or designed to suit smaller spaces, making them potentially more appropriate for courtyards or entryways where there may be an expectation for a tidy garden.
  • Avoid cultivars that have been bred as double flowers: they are typically sterile or it may be difficult for pollinators to access double flowers’ nectar and pollen. A sterile plant will not be able to provide seeds for birds that rely on them as a food source.
  • Each nativar plant is a clone, reducing genetic diversity in the plant stand. In lower visibility or ancillary areas, consider planting primarily straight species of native plants, where they can provide increased support for pollinators and other wildlife.
• While numerous studies suggest that many pollinators prefer to forage from native plants (White, 2017), some non-native plants are also attractive and supportive to pollinators. As long as they are not invasive, these plants are good contenders for a sustainable garden, including: Allium, Catmint, Salvia, Hydrangea, Lavender, Sedum, Russian sage, Sweet clover, Zinnia
• Choose salt tolerant plants in areas near sidewalks and parking lots that receive winter ice melt treatments.
• Select plant material not regularly browsed by deer. Refer to Table 5 in the Appendix and the fact sheet Strategies to Minimize Deer Damage on School Grounds (ipm.cahnr.uconn.edu) for more information.

UConn’s Native Plant & Sustainable Landscaping Guide (ipm.cahnr.uconn.edu) and Connecticut’s Pollinator Pathways are useful resources for information on plant selection.