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New Directors' Orientation Tutorial

The New Directors' Orientation Tutorial is made up of 14 self-paced modules to assist in learning basic program requirements. Each module is designed to be utilized based on a Director’s specific needs; there is not a set sequence for the tutorial to be completed. We encourage Directors to jump to the module that best fits their needs. Select a module below to view or download the corresponding materials.

Module 2 Icon

2. Eligibility and Identification & Recruitment

Section 1: Getting Started

Getting Started
In This Section
Tutorial Objectives
How to Use the Tutorial
Icons to Guide You
Key Readings and Resources
3
Tutorial Objectives
Module 2 will enable State Directors to
1. understand requirements of the Migrant Education Program (MEP)
for eligibility determinations and Identification and Recruitment
(ID&R);
2. ensure each migratory student has a Certificate of Eligibility (COE)
on file that is accurate and complete;
3. hire, train, deploy, and oversee recruiters for ID&R;
4. develop an effective system of quality control for eligibility
determinations; and
5. review their states’ system of ID&R and identify areas for
improvement.
4
How to Use the Tutorial
For optimal benefit from the tutorial, you should
allow sufficient time to read the slides, reflect on the information, and
complete all activities on the slides or on the Quick Resource and
Reflection Sheets (QRRS) that can be downloaded as worksheets;
read each slide as well as the information referenced in the slides;
engage with the “What Do You Think?” slides to facilitate interaction
with the information (answers will be provided directly following each
of these slides).
5
How to Use the Tutorial
For optimal benefit from the tutorial, you should (continued)
pause to reflect on your State program at the “Check-in” slides (a
QRRS document will typically accompany these);
complete the “Pop Quiz!” slides to reinforce key concepts;
review your State’s MEP documents and reports as directed;
develop an action plan using the worksheets provided;
add actionable items to your MEP planning calendar (see QRRS 14.2);
and
contact your OME Program Officer for follow-up questions.
6
Icons to Guide You
The following icons will guide you in making the best use of this tutorial:
What Do You Think?
Check-in
Pop Quiz!
Quick Reference and Reflection Sheet (QRRS)
Action Planning
Calendar Item
7
Key Readings and Resources
You should have these documents readily available while completing
the module, as the module will refer to these documents for more
complete information on various topics.
MEP Guidance on the Education of Migratory Children under Title I,
Part C of the Elementary and Secondary Education Act of 1965,
Chapter II and Chapter III
National ID&R Manual
Technical Assistance Guide on Re-interviewing
Your State MEP ID&R plan and manual
Your State Comprehensive Needs Assessment (CNA)
8

Section 2: Eligibility

Eligibility
In This Section
State Responsibilities to Document
the Eligibility of Migratory Children
Overview of Eligibility
Eligibility Assistance for the State
Director
Certificate of Eligibility (COE)
9
State Responsibilities to Document the
Eligibility of Migratory Children
1. The state education agency (SEA) and local operating agencies
(LOAs) must complete a COE form established by the Secretary to
document the State’s determination of the eligibility of each
migratory child.
2. The SEA and its LOAs must maintain any additional documentation
the SEA requires to confirm that each child found eligible for the
MEP meets all the eligibility requirements.
3. The SEA is responsible for the accuracy of all determinations of the
eligibility of migratory children identified in the state.
4. The SEA must establish and implement a system of quality controls
for the proper identification and recruitment of eligible migratory
children.
34 CFR § 200.89
10
Overview of Eligibility
The National ID&R Manual and the National ID&R Curriculum provide a
detailed overview of child eligibility, along with primary resources on
eligibility and sample scenarios. Before proceeding with the next
section, familiarize yourself with these materials:
National ID&R Manual, Chapter 7: Determining Eligibility
National ID&R Curriculum, Module 6: Determining Eligibility
11
Eligibility Assistance for the State Director
Questions that deal with statutory or regulatory requirements and are
broad in scope (i.e., affect the eligibility of many children in the state)
should be referred by the state to OME.
The State Director should send the question to the assigned MEP
Officer.
The State Director should communicate the answer to all LOAs, not
just the requester, to ensure consistent ID&R statewide.
12
Certificate of Eligibility (COE)
Every child eligible for MEP services must have a COE on file.
The national COE, established by the Secretary, consists of required
data elements and required data sections necessary for documenting
a child’s eligibility for the MEP.
A third part, for State-requested or required information, is optional.
Each State’s COE may look different, but every State’s COE must
include all the required data elements and the required data sections
contained in the national COE.
MEP Non-Regulatory Guidance, Chapter II, H2
Detailed information about the national COE requirements, including
how to complete the COE and specifics about how a state may design
its COE, is in the National Certificate of Eligibility (COE) Instructions.
13
Pop Quiz!
Which two of the following elements are not required data to be
included in the national COE?
Current address
Residency date
Immigration status
Child’s gender
Child’s grade level
14
Pop Quiz!
If you picked immigration status and
child’s grade level, you are correct.
These are not required information
items for the national COE.
Detailed information about the
national COE requirements is in the
National Certificate of Eligibility (COE)
Instructions.
15

Section 3: Identification & Recruitment (ID&R)

Identification &
Recruitment
(ID&R)
In This Section
Definition of ID&R
Importance of ID&R
Responsibilities of State Education
Agencies for ID&R
16
Definition of Identification and Recruitment
(ID&R)
The SEA is responsible for identifying and recruiting all eligible
migratory children in the state.
Identification: Determining the location and presence of migratory
children.
Recruitment: Making contact with migratory families, explaining the
MEP, obtaining information for eligibility determination, documenting
the child’s eligibility, and enrolling eligible children in the MEP.
17
Importance of Identification and Recruitment
(ID&R)
ID&R is critical because
the children who are most in need of program services are often those
most difficult to find;
many migratory children would not fully benefit from school, or even
attend school, if they were not identified and recruited into the MEP;
and
children cannot receive MEP services without a completed Certificate
of Eligibility (COE) that the SEA accepts.
MEP Non-Regulatory Guidance, Chapter III
18
Responsibilities of States for Identification and
Recruitment (ID&R)
The following are six key responsibilities of SEAs for ID&R.
1. Implement a formal process to map all of the areas within the state
where migratory families are likely to reside.
2. Develop procedures to effectively identify and recruit all eligible
migratory children in the state, generally through a statewide
recruitment plan.
3. Train and guide recruiters on how to identify and recruit migratory
children and how to make appropriate eligibility determinations.
19
Responsibilities of States for Identification and
Recruitment (ID&R)
4. Deploy recruiters to carry out statewide ID&R efforts and monitor
their efforts.
5. Implement quality control procedures designed to ensure the
reasonable accuracy of recruiters’ eligibility determinations and
written eligibility documentation.
6. Evaluate periodically the effectiveness of ID&R efforts.
MEP Non-Regulatory Guidance, Chapter III, A4
34 CFR § 200.89(d)
The following slides provide strategies for
each of these six responsibilities.
20
1. Map Where Migrant Families Reside
While local recruiters will research areas where migratory families
reside, the state director can provide information to support the efforts
of local recruiters.
Research strategies include:
Obtaining and maintaining current information on the state’s
agricultural and fishing activities and determining (1) areas of the
state in which concentrations of migratory labor exist and (2) peak
employment periods
o Utilize an Internet mapping service such as
http://maps.google.com or http://www.mapquest.com and enter
the name of a local town with search words such as “migratory,”
“migrant,” “orchard,” “farm,” “nursery,” or type of crop
21
1. Map Where Migrant Families Reside
Developing and utilizing a recruitment database that includes
employers in the state who hire temporary and seasonal migratory
workers and locations of migratory camps and housing
Developing and utilizing an ID&R network by coordinating with
organizations and agencies that provide services to migratory families
Conducting community surveys or industrial surveys to confirm the
location and presence of migratory workers and their families
22
1. Map Where Migrant
Families Reside
For more strategies on mapping
where migratory families reside, see
the MEP Non-Regulatory Guidance,
Chapter III, A5.
The National ID&R Manual, Appendix
II: Resources and Partnerships
includes a list of links to agencies and
programs that serve or have
information on migratory families;
these agencies are important
resources to assist in locating
migratory families.
23
Check-in
What information is available to you to identify where migratory families
reside?
See QRRS 2.1 Developing a State Profile of Migratory Worker and Family
Locations
24
2. Develop a Statewide Recruitment Plan
The State MEP should develop an effective ID&R plan that includes
hiring and training recruiters;
planning recruitment and deployment of recruiters;
ensuring recruiters and administrators know child eligibility
requirements;
managing a quality control system;
evaluating recruiters and improving the States ID&R efforts; and
terminating recruiters, if needed.
25
2. Develop a Statewide Recruitment Plan
Or, the SEA may utilize a combination of both systems.
Ways to Organize an ID&R System
Decentralized System
Centralized System
SEA delegates responsibility for ID&R
to regions, LOAs, or consultants
SEA
or central office hires, trains, and
supervises all recruiters
Advantage:
Recruiter is part of the
local MEP and understands the
program and services
available for
migratory children
Advantage:
More SEA control and
consistency in ID&R
Disadvantage
: More difficult for the
SEA to provide close oversight
and
consistency
Disadvantage:
Less local ownership,
less familiarity with local programs and
services
26
Check-in
The National ID&R Manual, Appendix XV: State ID&R Models provides
common models of statewide recruitment systems.
Which of these most resembles the system in your state?
Why do you think your state has chosen this particular system?
See QRRS 2.2 Reviewing the State ID&R System
27
3. Train and Guide Recruiters
Recruiters play a key role in the ID&R process. Primary responsibilities
include:
Learning the MEP eligibility requirements
Establishing and maintaining a recruitment network
Determining where migratory families and youth live and work
Explaining the MEP to families and youth
28
3. Train and Guide Recruiters
Interviewing the family and youth
Making preliminary determinations on the eligibility of the child or
youth based on MEP eligibility requirements
For children or youth believed to be eligible, completing the Certificate
of Eligibility (COE)
Implementing state quality control procedures
Following ethical standards and confidentiality laws
Recruiters may also facilitate communication among migratory families,
schools, agricultural employers, and the community.
29
3. Train and Guide Recruiters
The state director is responsible for
hiring recruiters (or ensuring that the
ID&R coordinator or local
administrators hire recruiters) who
carry out all the required tasks.
30
What Do You Think?
Instructions: Consider the following questions.
What are five characteristics that you would look for in a good recruiter?
1.
2.
3.
4.
5.
What are five skills or areas of knowledge that a good recruiter should have?
1.
2.
3.
4.
5.
31
What Do You Think? Reflection
Following are some characteristics of good recruiters that have been
cited by State MEP Directors and administrators. How many of these did
you include in your list?
Strong work ethic
Personal integrity
Attention to detail
Cultural sensitivity
Similar cultural or ethnic
background as migratory families
in the region
Independent worker
Flexibility
Willingness to work non-
traditional hours
32
What Do You Think? Reflection
Following are skills and knowledge good recruiters should have. How
many did you include in your list?
Interviewing skills
Interpersonal skills
Knowledge of the MEP
and eligibility processes
and requirements
Knowledge of migratory families
in the region
Knowledge of services available
Time management skills
Ability to maintain appropriate
relationship boundaries
Familiarity with migratory
databases
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3. Train and Guide Recruiters
Recruiting, like agriculture, is a changing
field, and, as a result, the SEA should
make a long-term commitment to
constantly train and re-train recruiters to
keep their skills and knowledge up to date.
National ID&R Manual, Chapter 9: Hiring and
Training Recruiters
34
3. Train and Guide Recruiters
Questions to consider for developing a state or local ID&R training
curriculum:
Has the program allotted sufficient time to train new recruiters?
Does the program have copies of the federal law, regulations, MEP
Guidance, and the State manual available to staff?
Does the training program have a pre- and post-assessment?
Does the curriculum include engaging learning activities?
Does the training include a mix of classroom training, independent
study, and field-based training?
Are mentors available to match with new recruiters?
Are mentors provided with training for their role?
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3. Train and Guide Recruiters
Ongoing professional development should include
providing information on changes to child eligibility requirements;
determining child eligibility in difficult cases;
strengthening the recruitment network;
improving interviewing skills;
avoiding common mistakes in completing COEs;
handling ethical dilemmas; and
reviewing state laws and policies that impact migratory children.
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3. Train and Guide Recruiters
State laws and policies to include in the training include
State MEP eligibility and quality control policies;
truancy laws;
state compulsory age of school attendance;
compulsory attendance policies and consequences for parents;
child abuse or neglect reporting requirements; and
minimum immunization requirements to enroll in school.
37
3. Train and Guide Recruiters
Resources to supplement the training of new recruiters:
National ID&R Manual Part I focuses on the recruiters role in the
ID&R process and in ensuring the correctness of eligibility
determinations. Part II is an administrators’ manual targeted to SEA
administrators but might also be helpful for ID&R coordinators,
administrators, and recruiters.
National ID&R Curriculum A framework for training developed by
OME. Eight modules are taught through research-based instructional
strategies designed to meet the needs of all learners. Modules align
with the chapters in the National ID&R Manual.
38
3. Train and Guide Recruiters
The State Director or ID&R administrator should develop an annual
training action plan to ensure that new recruiters are trained in a timely
way and veteran recruiters receive ongoing support.
Consider the following strategies:
Statewide training
Quarterly conference calls or webinars
Information packet for new recruiters
State-based helpline for recruiters
Encouragement to attend national or state conferences
See QRRS 2.3 Recruiter Training Action Planning
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4. Deploy and Monitor Recruiters
The State Director or State ID&R Administrator is responsible for the
statewide deployment of ID&R staff.
Recruitment staff should be deployed in agricultural or fishing areas
where migratory workers are located or near housing where the
families and youth may reside.
Procedures should be set up to survey schools and communities
where eligible migratory children might live and work.
Deployment should reflect the best use of recruitment resources to
identify the greatest number of eligible children and youth.
40
4. Deploy and Monitor Recruiters
Consider the following questions:
1. How many local/regional recruiters are employed across the state?
2. How many are employed year-round? Summer only? Part time? Full
time?
3. What are the primary methods used by MEP recruiters to identify
and recruit migratory students?
For these and other questions, see the
National ID&R Manual, Chapter 10:
Planning ID&R Deployment and Supporting Recruiters
41
Check-in
It is important to know the answers to the preceding questions and
those found in Chapter 3: Learning to Recruit of the National ID&R
Manual in order to guide the development or revision of a state ID&R
action plan.
See QRRS 2.4 Recruiter Deployment Considerations
42
What Do You Think?
True or False?
A good strategy to incentivize recruiters
is to set a monthly quota for the
number of eligible migratory children
and youth identified.
43
What Do You Think? Reflection
FALSE
The State Director or ID&R Administrator should avoid using
recruitment quotas as an incentive. Such pressure could lead to
making inaccurate eligibility determinations.
The State Director or ID&R Administrator should emphasize the quality
and accuracy of child eligibility determinations over the quantity of
such determinations.
44
4. Deploy and Monitor Recruiters
Monitoring recruiters MEP regulations require SEAs to supervise and
annually review and evaluate the ID&R practices of individual recruiters.
Possible strategies include the following:
Meet, or require ID&R administrators or supervisors to meet, with
recruiters regularly to review work plans and eligibility determinations;
develop a rubric with specific indicators of performance.
o In rural or isolated areas, these meetings could take place by
phone.
Require recruiters to complete and submit a self-assessment; follow
up with those who have deficits, develop an improvement plan, and
provide coaching.
See QRRS 2.5 Recruiter Monitoring Action Planning
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5. Implement Quality Control Procedures
The SEA must ensure that the following seven practices are in place:
i. Training for recruiters and other staff involved with determining
eligibility
ii. A review of each COE by an SEA-designated reviewer to verify that
the written documentation is sufficient to confirm that the child is
eligible to receive MEP services
iii. A formal process for resolving eligibility questions raised by
recruiters and their supervisors, and transmitting responses to LOAs
iv. A process for the SEA to validate that eligibility determinations were
properly made, including conducting prospective re-interviewing
v. Supervision and annual review and evaluation of the ID&R of
individual recruiters
vi. Documentation that supports the SEA’s implementation of the
quality control system and needed improvements
vii. A process for implementing corrective action, if needed
34 CFR § 200.89(b), 34 CFR § 200.89(d)
46
5. Implement Quality Control Procedures
Review the National ID&R Manual, Chapter 11: Quality Control in the
ID&R System to learn:
how to establish a quality control system;
how to establish a process for re-interviewing selected migratory
children (families) each year;
how to establish a process for reviewing COEs, ensuring an SEA
reviewer reviews the COE prior to certification;
how to establish a process for resolving eligibility questions; and
how to develop procedures and standards for keeping records.
47
5. Implement Quality Control Procedures
The SEA must maintain documentation regarding
1. how the quality control process was implemented;
2. what the findings were; and
3. how the findings were resolved.
See QRRS 2.6 ID&R Quality Control Checklist
48
6. Evaluate the Effectiveness of ID&R Efforts
SEAs must annually review and evaluate the ID&R practices of
individual recruiters.
The most important evaluation of a recruiter training program is the
extent to which recruiters are making correct preliminary eligibility
determinations.
o This is determined by the state’s quality control system for ID&R.
49
Include methods of evaluation, such as measuring whether
training activities have led to more efficient ways of finding migratory
families;
training was implemented as planned;
training goals were met;
recruiters were satisfied with the training;
the training program is improving over time; and
previously identified common errors from COEs have diminished after
training.
6. Evaluate the Effectiveness of ID&R Efforts
50
The ID&R administrator is also responsible for evaluating the
performance of individual recruiters.
Some considerations are whether the recruiter
makes correct eligibility decisions;
documents child eligibility adequately, accurately, and clearly;
manages time wisely;
represents the program effectively;
relates well to others;
has good interviewing skills;
exhibits cultural sensitivity; and
meets both team and personal goals.
6. Evaluate the Effectiveness of ID&R Efforts
51
State Directors or ID&R Administrators may meet with recruiters or
delegate the task to recruiter supervisors.
Regular meetings with recruiters allow supervisors to
o evaluate the recruiters efforts;
o reinforce primary job duties and responsibilities; and
o provide technical assistance and guidance to recruiters.
For recruiters in isolated areas, telephone calls or online meetings can
serve as an efficient way to conduct regular meetings.
6. Evaluate the Effectiveness of ID&R Efforts
52

Section 4: Wrapping Up

Wrapping Up
In This Section
Key Points
Action Planning
Resources
53
Key Points
The State MEP is responsible for the proper and timely identification
of all eligible migratory children in the state.
Every child eligible for MEP services must have a COE on file.
Recruiters play a vital role in finding migratory children, interviewing
families, and determining eligibility.
The State MEP must have a system of quality control in place for
eligibility determinations.
The State MEP must evaluate recruiters on an annual basis.
54
Action Planning
Developing your State ID&R plan: The completed worksheets in this
module can be the foundation for your State ID&R plan. Recommended
sections include
1. state profile of migratory families;
2. description of the statewide recruitment plan;
3. recruiter training plan;
4. recruiter deployment;
5. quality control process; and
6. ID&R evaluation plan.
Add any actionable items to your MEP planning calendar.
55
Action Planning
Considerations for developing or revising the State ID&R plan:
Get input from recruiters and other ID&R staff
Get input from parents or the Parent Advisory Council (PAC)
Ask critical questions related to current operations and be open to
revisions
Ensure sufficient resources are allocated to carry out and oversee the
action plan
Create a master calendar of all state-level ID&R activities
See QRRS 2.7 ID&R Action Planning Calendar
56
Resources for Identification and Recruitment
MEP Non-Regulatory Guidance on Education of Migratory Children
under Title I, Part C, of the Elementary and Secondary Education Act
of 1965, Chapter II and Chapter III Explanation of guidelines to
implement the laws and regulations related to eligibility and ID&R
National Certificate of Eligibility (COE) Instructions General
instructions and explanation of each data element
National ID&R Manual In-depth explanation of ID&R, the recruiter’s
role, administrators role, and quality control
National ID&R Curriculum Designed for MEP staff, trainers, and
recruiters, this eight-module training provides a framework for
recruiter development
Technical Assistance Guide on Re-interviewing Resource for
SEA personnel to use during re-interviewing
57
Migrant Education Program Resources
MEP Officers List of OME contact information
(https://results.ed.gov/about/contact)
MEP State Contacts
(https://results.ed.gov/resources/state_program_information)
RESULTS Website OME’s website for documents, tools, and
updates related to the MEP (https://results.ed.gov)
58