Trainer’s Resource Materials Reviewing and Processing the COE Module 8 Level 2 The COE Process Reviewing and Processing the COE National ID&R Curriculum, Module 8 Level 2 National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

Trainer’s Resource Materials Module 8 Level 2 Module 8 Level 2 Outline Handouts, as needed Pen or pencil Highlighters Post-its® Trainer’s Notes Refer participants to the Module 8 Level 2 Outline for this module. Point out that the goal and objectives are listed in the box, and note that they have space to take notes. Tell participants that they will not receive a PowerPoint for the presentation, since the Outline provides the most pertinent information from the slides. Let participants know that when asked to record responses to questions, they should refer to their Outline. Refer participants to the National ID&R Manual, Chapter 8: Completing the Certificate of Eligibility for detailed instructions on how to complete the COE. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 2

Trainer’s Resource Materials Level 2: Goal Module 8 Level 2 The participant will know how to review and process a COE for quality control purposes. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

Trainer’s Resource Materials Level 2: Objectives Module 8 Level 2 Participants will be able to review their COE for errors; explain next steps for the COE; and explain the importance of maintaining records and documentation for the MEP. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

Trainer’s Resource Materials Level 2: Agenda Module 8 Level 2 The Importance of Reviewing a COE COE Resources Next Steps for the COE Maintaining Records and Documentation Assessment National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

The Importance of Reviewing a COE Trainer’s Resource Materials The Importance of Reviewing a COE Module 8 Level 2 It is an auditable document. Missing information may delay services to children. Incorrect information may cause the children to be declared ineligible. The recruiter may determine the need for a follow-up interview. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

What Does It Mean to “Review a COE”? Trainer’s Resource Materials What Does It Mean to “Review a COE”? Module 8 Level 2 Materials One sheet of chart paper for trainer entitled “What Does It Mean to Review a COE?” Markers Sample completed COE, for trainer to display on document viewer or projector Trainer’s Notes Ask participants to discuss what it means to “review a COE.” What does a review entail? Record responses on chart paper. As an option, project a completed COE to give participants something to refer to during the exercise. If any items in the slide are not mentioned, add them to the chart paper and discuss. Click to the next slide. Discussion Points Checking the spelling of names, cities, states, streets, etc. Looking for blank fields. Checking the format for data entered. Using school records (if available) to verify data, especially to determine a conflict between school enrollment and the move date. Reviewing the details of the move to determine if the story is clear to anyone who reads it. Ensuring that all applicable comments have been recorded. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

Trainer’s Resource Materials COE Resources Module 8 Level 2 What resources do you have to help you review a COE? Materials One sheet of chart paper for trainer entitled “Resources for Reviewing a COE” Markers Trainer’s Notes Click to display the question on the slide. Ask participants to talk with their table groups about the resources they have available to ensure they have completed a COE accurately before turning it in to the designated reviewer. Record all applicable responses on chart paper. Add additional suggested resources and include them in the next activity. Click to the next slide. Talking Point A recruiter can effectively review his or her own COE for errors if the recruiter knows what to look for. Discussion Points The state manual MEP Non-Regulatory Guidance (NRG) State migratory student database MSIX School records Online mapping service (Mapquest, Google Maps, etc.) Websites with crop information/agricultural maps Remind participants that they reviewed websites that provide demographic and statistical agricultural data in Module 4. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

Trainer’s Resource Materials COE Resources Module 8 Level 2 For your assigned resource(s), how may it help you review a COE? Record your resource and responses on chart paper. Be prepared to share. Materials One sheet of chart paper per table group Markers Trainer’s Notes Once participants have generated a list of resources, ask them to record the list in their Outline (p. 2). Tell participants that each group will now be assigned one or two of the resources listed. Possible table group assignments: Group 1: State migratory student database and MSIX Group 2: School records Group 3: Online mapping service Group 4: Websites with crop information/agricultural maps Group 5: State manual and MEP Non-Regulatory Guidance For trainings with more than five groups, assign two groups to record information for each resource. For smaller groups, assign each more resources. Once resources have been assigned, click to display the directions on the slide and review. Tell participants that their goal is to explain how the resources they are assigned can be used to review a COE and what information the resources can help verify, confirm, or contradict. Monitor table groups to facilitate the process. Remind participants they will be sharing the information with the group. They should prepare for this by orally sharing the information with each other. Debrief using the next five slides. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

Trainer’s Resource Materials COE Resources Module 8 Level 2 State migratory student database and MSIX Trainer’s Notes Debrief this resource by having the table group responsible post its chart paper and discuss the information listed. Point out any items that are not stated and ask the group to add them to the chart. Ask participants to record this information on their Outline. Click to the next slide. Discussion Points Recruiters can use this resource to check for migratory student enrollments for the regular school year or summer program that may conflict with a QAD or residency date, both in-state and out-of-state; verify the spelling of all data elements; check for previous migratory history; verify date of birth; and look for conflicting information (e.g., legal/current parents, home base district). National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

Trainer’s Resource Materials COE Resources Module 8 Level 2 School records Trainer’s Notes Use the same debriefing process as with the previous resource. Note: Recruiter access to school records may vary by school district. Ask participants to record this information in their Outline. Click to the next slide. Discussion Points Recruiters can use this resource to check for enrollments in a school district that might conflict with a QAD or residency date; verify the spelling of a student’s name, including middle, last, and suffix (follow the state manual regarding how to proceed when a conflict exists); and verify date of birth. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

Trainer’s Resource Materials COE Resources Module 8 Level 2 Online mapping service Trainer’s Notes Use the same debriefing process as with the previous resources. Ask participants to record any information that is new to them in their Outline. Click to the next slide. Discussion Points How may an online mapping service help you review a COE? Verify the spelling of city, state, and district. Verify the distance between the residence they moved from to the residence they moved to. Verify the distance between the city the family moved to and the city they are performing qualifying work in. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

Trainer’s Resource Materials COE Resources Module 8 Level 2 Websites with crop information/agricultural maps Trainer’s Notes Use the same debriefing process as with the previous resources. Ask participants to record any information that is new to them in their Outline. Click to the next slide. Discussion Points How may websites with crop information/agricultural maps help you review a COE? Verify that the qualifying activity is available in the area moved to at the time of year listed on the COE. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

Trainer’s Resource Materials COE Resources Module 8 Level 2 State Manual and MEP Non-Regulatory Guidance Trainer’s Notes Use the same debriefing process as with the previous resources. Ask participants to record any information that is new to them in their Outline. Click to the next slide. Discussion Points How may the state manual and the MEP Non-Regulatory Guidance help you review a COE? Verify that all required and procedural comments have been included. Verify the format for all data entered. Verify that activity qualifies under state guidelines. Guidance on any situation that may be questionable. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

COE Resources – Final Thoughts Trainer’s Resource Materials COE Resources – Final Thoughts Module 8 Level 2 What will your review consist of? Review the entire COE, from top to bottom. Review the eligibility data only, since that is what will determine whether the child qualifies. Review only those fields you believe may be in question; will vary by COE. Trainer’s Notes Generate discussion among participants regarding the COE review process. You may include both slides during training or select one, depending on the needs of participants. Both questions are listed in Outline (p. 2). Ask participants to read the question and independently decide which response best fits what they plan to do in reviewing a COE. Tell them to record their response in the Outline and justify as indicated. When done, click to highlight the first response and debrief. Ask participants who selected this response to share their justifications. Ask others if they agree/disagree and why. Repeat the process with subsequent responses. Refer participants back to the chart paper made on Slide 7, “What Does It Mean to Review a COE?” Ask which of the three responses on the current slide will ensure the COE was reviewed for all the data/information listed. Click to the next slide. Talking Point Being proactive and correcting any possible errors prior to sending the COE for review is a best practice for any MEP recruiter. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 15

COE Resources – Final Thoughts Trainer’s Resource Materials COE Resources – Final Thoughts Module 8 Level 2 How do you plan to use the resources discussed to review your COEs? All resources, every COE (explain why) Certain resources for every COE (specify which ones and why) Only use resources when in doubt about specific data (explain why) Trainer’s Notes Generate discussion among participants about when to use resources when reviewing a COE and why. Ask participants to read the question and independently decide which response best fits what they plan to do regarding resources. Tell them to record their responses in the Outline (p. 2), and justify as indicated. When done, click to highlight the first response and debrief. Ask participants who selected this response to share their justifications. Ask others if they agree/disagree and why. Repeat the process with subsequent responses. Refer participants back to the chart paper made on Slide 7, “What Does It Mean to Review a COE?” Ask which of the three responses on the current slide will ensure the COE was reviewed for all the data/information listed? Click to the next slide. Talking Point Being proactive and correcting any possible errors prior to sending the COE for review is best practice for any ME recruiter. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

Trainer’s Resource Materials Next Steps for the COE Module 8 Level 2 COE is completed at interview; COE is signed by the ___________ and _____________. interviewee recruiter Materials NOTE: Review the steps listed in the Next Steps for the COE Flowchart in the Outline to ensure all steps pertain to the participants in the training; revise the document as needed Next Steps for the COE Flowchart, use the participant version in the Outline (p. 3), one copy for the trainer to display on the document viewer Next Steps for the COE Flowchart – Key, NOTE: revise key if flowchart is revised, one copy for trainer only Trainer’s Notes Have participants turn to the Next Steps for the COE flowchart in their Outline (p. 3). Tell participants that they will complete the flowchart together through discussions during the next few slides. Ask participants to look at the box at the top of the page, and click to display the box on the slide. Ask the participants to think about which two people sign the COE once the COE has been filled out at the interview. After responses have been shared, click to display correct answers and discuss as needed. Ask participants to record the answers in the appropriate blanks. Click to the next slide. Talking Point This flowchart is designed to assist with understanding the steps a COE must follow to get from the parent signature stage to eligibility for the children. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

Trainer’s Resource Materials Next Steps for the COE Module 8 Level 2 COE is reviewed by ___________ using all available ______________. resources the recruiter Trainer’s Notes Ask participants to look at the second box. Ask the participants to think about what happens to the COE once the recruiter returns to the office. Click to display correct answers. Allow for discussion. Ask participants to record the answers in the appropriate blanks. Click to the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

Next Steps for the COE: SEA Reviewer Trainer’s Resource Materials Next Steps for the COE: SEA Reviewer Module 8 Level 2 The SEA reviewer must check each completed COE; ensure written documentation is sufficient; ensure that children may be enrolled in MEP; sign and date on the day reviewed to certify that all children are eligible and that the migratory agricultural worker status is still active. Materials Large Post-it®, one per table group Trainer’s Notes Ask participants to share their thoughts on what the role of the reviewer is in their districts/states with their table groups. Tell them, as a group, to record the role on one Post-it®. Monitor discussions, reminding participants to record the role of the reviewer as a group on one Post-it. When all table groups are done, click to display the bullets and tell participants that according to OME, this is the role of the reviewer. Ask them to compare what they wrote with what is on the slide. Discuss and clarify as needed. Ask participants to record the reviewer’s role in their Outline (p. 4). Click to the next slide. Talking Points Once the COE has been completed and reviewed by the recruiter, it should be forwarded to the designated SEA reviewer. The ID&R Manual states the following regarding the reviewer’s role: At least one SEA-designated reviewer must check each completed COE to ensure that the written documentation is sufficient and that, based on the recorded data, the child(ren) may be enrolled in the MEP. The SEA-designated reviewer must sign and date the COE on the day it was reviewed. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 19

Trainer’s Resource Materials Next Steps for the COE Module 8 Level 2 Recruiter forwards COE to SEA- designated reviewer for ______________and _______________. review signature Trainer’s Notes Ask participants to look at the next box in the flowchart in their Outline. Ask participants what the two primary responsibilities of the SEA reviewer’s role are. Allow for suggestions and discussion. Click to display correct answers. Ask participants to record the answers in the appropriate blanks in their Outline. Complete the rest of the flowchart by placing a copy of the blank chart (not the Key) on a document viewer and talk the participants through completing each step. Allow participants to generate responses prior to providing them. Refer to the Key for guidance, as needed. Click to the next slide. Talking Point You need to know the steps to determining eligibility to ensure all eligible children are correctly identified. Keep this flowchart as a reference. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

Maintaining Records and Documentation Trainer’s Resource Materials Maintaining Records and Documentation Module 8 Level 2 Stand up. Take your Outline and a pen. Form a pair. Read the text on the next slide. Write a paragraph summarizing the federal requirements for storing COEs in your own words. Trainer’s Notes Ask participants to stand up, take their Outline and a pen, and find a partner from another table group. Once all participants have a partner, click to display the next set of directions. Tell participants you will show them a slide with three federal requirements for storing COEs. Pairs will work together to read and make sense of the text, then write a brief paragraph summarizing the federal requirements for storing COEs in their own words. Each person should have a summary written in his or her Outline, but pairs may have the same paragraph. Make sure all participants clearly understand the task before clicking to the next slide. Click to the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 21

Maintaining Records and Documentation Trainer’s Resource Materials Maintaining Records and Documentation Module 8 Level 2 The process for storing COEs varies by state, but there are federal requirements that do not vary among the states. Ensure that records are stored in an orderly fashion and readily available if needed. Store COEs in a secure place to guard personal information. Follow local, state, and federal record-keeping and maintenance requirements. Trainer’s Notes Actively monitor the pairs to assist participants as they write their summaries. Ask participants to think about how they would respond to the following question when asked by another recruiter or MEP staff member: What are the federal requirements regarding storing COEs? Click to the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 22

Trainer’s Resource Materials Debrief Module 8 Level 2 The process for storing COEs varies by state, but there are federal requirements that do not vary among the states. Ensure that records are stored in an orderly fashion and readily available if needed. Store COEs in a secure place to guard personal information. Follow local, state, and federal record-keeping and maintenance requirements. Trainer’s Notes When all pairs are done, ask them to stand up with their Outline. Ask each pair to team up with another pair to form a group of four. One person from each pair should then read the summary he or she created to the small group. Determine if all pairs were successful by either reading the summary while pairs were writing it; or listening to the summary while actively monitoring groups of four. A sample summary could be as follows: The federal requirement for storing COEs states that we must store our records in an organized manner and make sure they are easily accessible, if needed. The place we store them should have a lock to protect the personal information of our families. We must refer to our local, state, and federal guidelines to determine how long we should keep each COE. When all pairs have shared their summaries with their groups of four, ask participants to return to their seats. Click to the next slide and ask participants to respond to the question. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 23

Trainer’s Resource Materials Debrief Module 8 Level 2 Why is a specific process for maintaining records and documentation so important? Trainer’s Notes Ask participants to respond independently in their Outline. Allow volunteers to share responses. Click to the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 24

Review: Next Steps for the COE Trainer’s Resource Materials Review: Next Steps for the COE Module 8 Level 2 Work with your table group. You need Next Steps Cards; one sheet of chart paper; and markers and tape. On your chart paper, create a flowchart showing the steps to eligibility. You may not refer to your notes. Materials Next Steps Cards, one cardstock set per table group, p. 4 in Trainer’s Resource Materials Chart paper, one per table group Markers Tape Trainer’s Notes Tell participants the review for today’s training will cover the Next Steps for the COE Flowchart that was discussed earlier. Pass out the Next Steps Cards, chart paper, markers, and tape. Click to display the directions on the slide. Review and discuss as needed. Monitor table groups, reminding them to use the markers to draw arrows indicating the relationship between each card. When all groups are done, ask them to refer to the flowchart in their Outline to check. Discuss and clarify as needed. Click to the next slide. Talking Point It is critical to understand the steps the COE must take to ensure all students enrolled in your MEP are eligible to receive services. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 25

Trainer’s Resource Materials Level 2: Assessment Module 8 Level 2 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 2: Assessment, p. 5 in Trainer’s Resource Materials, one copy per participant Level 2: Assessment Key, p. 6 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. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 26