MEP Module 2: Eligibility & Recruitment for State Directors | Tutorial

1. Module 2: Eligibility and Identification & Recruitment New Directors’ Orientation Tutorial

2. Table of Contents

3. Getting Started In This Section • Tutorial Objectives • How to Use the Tutorial • Icons to Guide You • Key Readings and Resources

4. Tutorial Objectives Module 2 will enable State Directors to • understand requirements of the Migrant Education Program (MEP) for eligibility determinations and Identification and Recruitment (ID&R); • ensure each migratory student has a Certificate of Eligibility (COE) on file that is accurate and complete; • hire, train, deploy, and oversee recruiters for ID&R; • develop an effective system of quality control for eligibility determinations; and • review their states’ system of ID&R and identify areas for improvement.

5. 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).

6. 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.

7. 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

8. 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)

9. 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)

10. State Responsibilities to Document the Eligibility of Migratory Children • 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. • 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. • The SEA is responsible for the accuracy of all determinations of the eligibility of migratory children identified in the state. • 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

11. 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

12. 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.

13. 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.

14. 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

15. 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.

16. Identification & Recruitment (ID&R) In This Section • Definition of ID&R • Importance of ID&R • Responsibilities of State Education Agencies for ID&R

17. 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.

18. 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

19. Responsibilities of States for Identification and Recruitment (ID&R) The following are six key responsibilities of SEAs for ID&R. • Implement a formal process to map all of the areas within the state where migratory families are likely to reside. • Develop procedures to effectively identify and recruit all eligible migratory children in the state, generally through a statewide recruitment plan. • Train and guide recruiters on how to identify and recruit migratory children and how to make appropriate eligibility determinations.

20. Responsibilities of States for Identification and Recruitment (ID&R) • Deploy recruiters to carry out statewide ID&R efforts and monitor their efforts. • Implement quality control procedures designed to ensure the reasonable accuracy of recruiters’ eligibility determinations and written eligibility documentation. • 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.

21. 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 • 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

22. 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

23. Map Where Migrant Families Reside For more strategies on mapping where migratory families reside, see the MEP Non-Regulatory Guidance, Chapter III, A5. The NationalID&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.

24. 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

25. 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 State’s ID&R efforts; and • terminating recruiters, if needed.

26. 2. Develop a Statewide Recruitment Plan Or, the SEA may utilize a combination of both systems.

27. Check-in The National ID&R Manual, Appendix XV: State ID&R Modelsprovides 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

28. 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

29. 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.

30. 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.

31. 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.

32. 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

33. 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

34. 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

35. 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?

36. 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.

37. 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.

38. 3. Train and Guide Recruiters Resources to supplement the training of new recruiters: • National ID&R Manual – Part Ifocuses on the recruiter’s 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 NationalID&R Manual.

39. 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

40. 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.

41. 4. Deploy and Monitor Recruiters Consider the following questions: • How many local/regional recruiters are employed across the state? • How many are employed year-round? Summer only? Part time? Full time? • 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

42. 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 Manualin order to guide the development or revision of a state ID&R action plan. • See QRRS 2.4 – Recruiter Deployment Considerations

43. 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.

44. 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.

45. 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. • 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

46. 5. Implement Quality Control Procedures The SEA must ensure that the following seven practices are in place: • Training for recruiters and other staff involved with determining eligibility • 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 • A formal process for resolving eligibility questions raised by recruiters and their supervisors, and transmitting responses to LOAs • A process for the SEA to validate that eligibility determinations were properly made, including conducting prospective re-interviewing • Supervision and annual review and evaluation of the ID&R of individual recruiters • Documentation that supports the SEA’s implementation of the quality control system and needed improvements • A process for implementing corrective action, if needed 34 CFR § 200.89(b), 34 CFR § 200.89(d)

47. 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.

48. 5. Implement Quality Control Procedures The SEA must maintain documentation regarding • how the quality control process was implemented; • what the findings were; and • how the findings were resolved. • See QRRS 2.6 – ID&R Quality Control Checklist

49. 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. • This is determined by the state’s quality control system for ID&R.

50. Evaluate the Effectiveness of ID&R Efforts 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.