1. Determining Eligibility
Trainer’s Resource Materials
Module 6 Level 1
Determining Eligibility
Child Eligibility Factors
National ID&R Curriculum, Module 6 Level 1
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2. Trainer’s Resource Materials
Module 6 Level 1
Module 6 Level 1 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Talking Points
This module is based on the National ID&R Manual, Chapter 7: Determining Child Eligibility and Appendix IX: New Recruiter Self Check.
Use the Module 6 Level 1 Outline for this module.
The goal and objectives are listed in the box, with space for participants to take notes.
Participants will not receive a PowerPoint for the presentation, since the Module 6 Level 1 Outline provides the most pertinent information from the slides.
When participants are asked to record responses to questions, they should refer to their Outline.
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3. Trainer’s Resource Materials
Level 1: Goal
Module 6 Level 1
The recruiter will demonstrate mastery of child eligibility requirements of the Migrant Education Program.
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4. Trainer’s Resource Materials
Level 1: Objectives
Module 6 Level 1
Participants will be able to
explain the requirements for determining child eligibility according to federal statute and regulations;
describe the recruiter’s role in making the initial child eligibility determination according to the state and local process; and
identify and use tools to aid in determining and justifying child eligibility.
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5. Trainer’s Resource Materials
Level 1: Agenda
Module 6 Level 1
Find Your Match
Experts in the Field
Eligibility Scenarios
Assessment
One for Me, One for You
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6. Trainer’s Resource Materials
Find Your Match
Module 6 Level 1
Each table has a stack of cards.
Each card has either a term or a definition.
Pass the cards out among your table group so that every person has a card.
Stand up and push in your chair.
Materials
Migrant Terms and Definitions Template in the Trainer’s Resource Materials. Template should be copied onto cardstock and cut apart. Make sure each participant has one card.
Give each table group either term or definition cards, not both.
Trainer's Notes
Read the directions from the slide. Once participants are standing, click to the next slide to give them the next set of directions.
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7. Trainer’s Resource Materials
Find Your Match
Module 6 Level 1
If you have a card with a term, you must find the person who has your definition.
If you have a card with a definition, you must find the person who has your term.
You must read your entire card to each person you meet with before determining TOGETHER if you have a match.
Trainer's Notes
Read the directions from the slide.
Actively monitor participants to make sure they follow directions.
Once participants have found their match, ask them to return to their seats and move to the next slide.
Remind participants to record the recruiter characteristics from the chart paper in their Outline.
Have participants refer to the National ID&R Manual, Chapter 2: The MEP Recruiter – Characteristics of a Successful Recruiter and compare their list with the characteristics listed in the National ID&R Manual.
Point out that experienced ID&R coordinators indicate that, generally, it takes about three years for a recruiter to fully learn the job. The ID&R Curriculum, along with strategies identified in the National ID&R Manual, Chapter 2: The MEP Recruiter – Characteristics of a Successful Recruiter are intended to help participants understand the roles and responsibilities of the recruiter and to strengthen their skills. Participants will have the opportunity to identify their current skills and explore skills they may need to strengthen.
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8. Find Your Match: Debrief
Trainer’s Resource Materials
Find Your Match: Debrief
Module 6 Level 1
Migratory fisher
Qualifying move
Qualifying work
Agricultural work
Temporary employment
Migrant Education Program
Seasonal employment
Migratory agricultural worker
Trainer's Notes
Ask participants if there were any terms with which they were not familiar at the start of the activity. Ask if they feel more comfortable with the terms now that they have reviewed them with a partner.
Encourage participants to record, in their Outline, definitions of any terms that were new or that were clarified for them.
Personal subsistence
Migratory child
Fishing work
QAD
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9. Trainer’s Resource Materials
Experts in the Field
Module 6 Level 1
Materials
Experts in the Field readings in Trainer’s Resource Materials. Copies for this activity will be determined by the trainer. Please see the Trainer’s Resource Materials for options.
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10. Trainer’s Resource Materials
Experts in the Field
Module 6 Level 1
Each of you will be responsible for an assigned reading.
You will have to take the information you read and teach it to the other participants.
Number off 1–5.
Trainer's Notes
Review directions on the slide and have participants number off.
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11. Trainer’s Resource Materials
Experts in the Field
Module 6 Level 1
Look for your number to identify what section you will read.
The Recruiter’s Role and The Recruiter’s Instinct
Primary Resources to Help Determine Eligibility
MEP Program Requirements and Guidance
Collecting Relevant Information to Support Eligibility Determination
Child Eligibility Factors
Trainer's Notes
Have participants form a group with other participants who have the same reading (same number) to learn the material.
As soon as groups are formed, pass out the copies of the assigned readings.
Tell participants they will have about seven minutes to read and discuss their experts. Remind participants to write down any important points they want to share.
Ask participants to use their Module 6 Level 1 Outline to write down any important points they want to share with their group.
Once all expert groups are finished with their assigned readings and have taken notes on points they want to share, move to the next slide.
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12. Trainer’s Resource Materials
Experts in the Field
Module 6 Level 1
The Recruiter’s Role and The Recruiter’s Instinct
Primary Resources to Help Determine Eligibility
MEP Program Requirements and Guidance
Collecting Relevant Information to Support Eligibility Determination
Child Eligibility Factors
Trainer's Notes
Tell participants they will now teach their material to other participants.
Ask them to form a new group of five with participants who do not have the same reading as they do. There should be only one expert for each reading in each group.
Tell participants they will each have five minutes to present their material, beginning with Experts in the Field (1a and 1b) The Recruiter’s Role and The Recruiter’s Instinct.
Encourage participants to take notes about what they are learning in their Outline.
Move participants onto the next expert as a group or ask them to move onto the next expert as soon as they finish with the previous one.
Once it seems that all experts have had an opportunity to teach their material, move to the next slide for a debrief.
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13. Experts in the Field: Debrief
Trainer’s Resource Materials
Experts in the Field: Debrief
Module 6 Level 1
The Recruiter’s Role and The Recruiter’s Instinct
Primary Resources to Help Determine Eligibility
MEP Program Requirements and Guidance
Collecting Relevant Information to Support Eligibility Determination
Child Eligibility Factors
Materials
Chart paper labeled with the titles of the five readings listed on the slide.
Markers
Trainer's Notes
Debrief each reading one at a time by asking the participants what they learned from their expert about that particular topic. Once the participants have shared what they learned, ask the experts if there is anything they would like to add about the topic they studied.
Continue in this manner for all the readings.
To conclude, point out that the theme of the five readings is migratory student eligibility.
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14. Eligibility Scenarios
Trainer’s Resource Materials
Eligibility Scenarios
Module 6 Level 1
Trainer's Notes
Tell participants the next activity will involve reviewing scenarios or short stories using the Child Eligibility Checklist to determine whether a child is eligible for the MEP.
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15. Eligibility Scenarios
Trainer’s Resource Materials
Eligibility Scenarios
Module 6 Level 1
Work with a partner
Read the scenario.
Complete the Child Eligibility Checklist; note which criteria, if any, are not met as you work through the checklist.
Write a short explanation of why you determined the children were eligible or not eligible for MEP services.
Materials
Eligibility Scenarios 1–5 and Child Eligibility Checklist for each in Trainer’s Resource Materials, one packet per participant
Eligibility Scenario – Key in Trainer’s Resource Materials
Document viewer, projector and screen, or Smartboard
Additional scenarios can be found in the National ID&R Manual, Appendix IX: New Recruiter Self-Check.
Trainer's Notes
Pass out the scenarios.
Review the directions on the slide with participants.
Tell participants you will model the use of the Child Eligibility Checklist by completing Scenario 1 together.
Use the document viewer to read through the scenario and fill out the chart accordingly.
Ask participants to review the rest of the scenarios with their partners in the same manner.
Debrief all scenarios, providing clarification when necessary.
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16. Eligibility Scenarios
Trainer’s Resource Materials
Eligibility Scenarios
Module 6 Level 1
Review the four Child Eligibility Factors and be prepared to state them out loud.
Stand up and find someone from another table.
Work together to name all four factors by alternating turns.
Trainer's Notes
Review the directions on the slide.
Make sure that when participants find someone from another table to talk to they do not take their scenarios handout, as this is a time to recall the factors from memory.
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17. Trainer’s Resource Materials
Level 1: Assessment
Module 6 Level 1
Please complete the assessment independently.
When all participants are done, discuss answers with a partner; revise answers if needed.
We will review as a whole group and you will grade your own.
Materials
Level 1: Assessment in Trainer’s Resource Materials, one copy per participant
Level 1: Assessment Key in Trainer’s Resource Materials, one copy per trainer
Trainer's Notes
Remind participants that the assessment is an indication of how well the content of the training was delivered, not an indication of how well they can recruit.
All resources given during the training may be used during the assessment.
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18. Trainer’s Resource Materials
One for Me, One for You
Module 6 Level 1
Please respond to the sentence starters in your Module 6 Level 1 Outline.
Write one of your statements on a Post-it® and leave it on the door as you exit. No names are necessary.
Trainer's Notes
Ask participants to think back to all they learned during this session (they can use their notes to refresh their memory) and respond to at least one of the Sentence Starters in their Module 6 Level 1 Outline.
Sentence Starters
I learned...
I still want to know…
I would like to have more training on…
Participants will leave one statement with you so you can assess how they felt about today’s training and modify any subsequent trainings as needed.
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