Total time to complete module Module 2 Level 1 The MEP Recruiter Basic Recruiter Responsibilities Agenda Activity Slide(s) Time Characteristics: Migrant Workers and their Families 5 30 minutes Characteristics: Recruiters 6-7 15 minutes Role of the Recruiter 8-13 20 minutes What am I Responsible for? 14-16 25 minutes How Prepared are you to Recruit? 17 5 minutes Assessment 19 One for Me, One for You 20 Total time to complete module 2 hours, 10 minutes Module 2 Level 1 This level is based on Ch. 2: The MEP Recruiter, in the Migrant Education Program Identification and Recruitment Manual. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 1

Materials Module 2 Level 1 Outline Handouts, as needed Pen or pencil Highlighters Post-its Trainer’s Notes: Refer participants to the Module 2 Level 1 Outline for this module. Point out the first row, which lists the goal and objectives, and note that they have space to take notes in the column on the right. Tell participants that they will not receive a PowerPoint for the presentation since the Module 2 Level 1 Outline provides the most pertinent information from the slides. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 2

Level 1: Basic Recruiter Responsibilities Module 2 Level 1 Level 1: Basic Recruiter Responsibilities Goal The recruiter will know his or her basic responsibilities. Objectives Participants will be able to: Describe the recruiter’s role in the MEP. Outline the recruiter’s basic responsibilities. Identify the characteristics and skills of a successful recruiter. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 3

Agenda: Level 1 Characteristics: Migrant Workers and their Families Module 2 Level 1 Agenda: Level 1 Characteristics: Migrant Workers and their Families Characteristics: Recruiters Roles of the Recruiter What am I Responsible For? How Prepared are you to Recruit? Assessment One for You, One for Me National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 4

Migrant Workers and their Families Module 2 Level 1 Characteristics Migrant Workers and their Families Cause Characteristic Debrief Work with your group to complete the table provided. Materials and Prep: Migrant Workers and their Families- Recording Sheet, p. 3 in Trainer’s Resource Materials, one per small group and one for the trainer to display on document viewer (or enlarge as poster) Migrant Workers and their Families-SAMPLE KEY, p. 4 in Trainer’s Resource Materials (used only as a guide for the trainer) Trainer’s Notes: Talk to participants about how the migrant population is a unique group, due to the nature of the work they do. Have participants work with a small group to complete the table, Migrant Workers and their Families, identifying characteristics of migrant families, and what might cause that characteristic to develop. You may wish to complete the first example together; refer to the key for guidance. When all groups have finished, click to display “debrief” on slide; review and discuss the responses orally and record on your trainer copy. Remind participants to record the migrant family characteristics in their Outline. End the segment by telling participants that since they have now identified those characteristics common to their migrant families, they will now spend time thinking about what characteristics a recruiter should possess in order to best meet the needs of their families. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 5

Recruiter Characteristics Module 2 Level 1 Characteristics What makes a successful recruiter? Recruiter Characteristics  Materials and Prep: One sheet of chart paper, with the table from the slide drawn on it 2. Markers Trainer’s Notes: Have participants silently read through all the characteristics for migrant families they see in the table they completed. Ask that they think about what characteristics a recruiter should possess in order to best assist their migrant families, and record their responses on the chart you created. As characteristics are suggested, make sure participants can provide justification. For example, if someone states that a recruiter should be able to relate well with others, they may justify this by discussing that the recruiter needs to be able to listen to what their families have to say about their situation and needs and make a connection with them in order to best determine how to assist them. Remind participants to record the recruiter characteristics from the chart paper in their Outline. Characteristics may include: Relates well with others/ empathetic and compassionate Exhibits cultural sensitivity Non-judgmental Has good communication skills Develops good relationships with schools, in order to assist families in making connections with the appropriate school personnel Speaks languages spoken by migrant workers National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 6

Characteristics What if you need to grow in a particular area? Module 2 Level 1 Characteristics What if you need to grow in a particular area? Trainer’s Notes: Discuss with participants that many of them probably already possess the characteristics necessary to recruit effectively. Ask what they would do if there was an area they needed to strengthen (ie., communication skills). Listen for them to suggest possible ways to enhance their skills, such as attending training on the topic, asking others for assistance, independent study. Ask that participants revisit recruiter characteristics they wrote earlier in their Outline and highlight those skills they may need to focus on. Tell participants they will revisit this list later, after the next segment of the training. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 7

Points to consider as you define and shape your role in the MEP… Module 2 Level 1 Role of the Recruiter Points to consider as you define and shape your role in the MEP… Trainer’s Notes: Tell participants that they’ve spent a good deal of time identifying characteristics of the population they work with, as well as characteristics that make them a good fit for working with their families. Now they will spend time focusing on their role and responsibilities in the MEP. Click to fly in the text, and let them know you will be flashing some important points on the screen for them to think about as they define their role within their district MEP program. Tell participants they may wish to record notes in their Outline of key points that are made. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 8

Module 2 Level 1 Consider… The recruiter represents the MEP to the family, so he or she should present the best possible image of both the recruiter and the MEP. Trainer’s Notes: One statement will appear on this slide and the next three. Ask participants to read the statement, then discuss their thoughts about the statement with their table group. Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it. Debrief with a whole group discussion. Encourage participants to record key points in their Outline. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 9

Module 2 Level 1 Consider… The recruiter may be the migrant family’s first link to the school and the larger community. The recruiter should take every opportunity to present the school and community in a positive light and provide guidance where possible. Trainer’s Notes: Ask participants to read the statement, then discuss their thoughts about the statement with their table group. Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it. Debrief with a whole group discussion. Encourage participants to record key points in their Outline. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 10

Module 2 Level 1 Consider… The recruiter’s first contact with each family is very important. This is when the recruiter determines whether the child or children are eligible for the MEP. This is also when the recruiter sets the tone for the home-school relationship. Trainer’s Notes: Ask participants to read the statement, then discuss their thoughts about the statement with their table group. Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do to support it. Debrief with a whole group discussion. Encourage participants to record key points in their Outline. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 11

Module 2 Level 1 Consider… The recruiter should try to be helpful without letting the family become dependent on him/her. Trainer’s Notes: Ask participants to read the statement, then discuss their thoughts about the statement with their table group. Discussion could include why the statement is accurate or true, its importance, and what recruiters could or should do as to support it. Make sure the following point is made: There’s a fine line between providing support to family and hindering the family’s ability to become self-reliant. Debrief with a whole group discussion. Encourage participants to record key points in their Outline. After discussion on these considerations has concluded, tell participants that although the job title of their position is “recruiter”, and their primary job is identifying and recruiting migrant children, they often end up playing many other roles to ensure that migrant children receive services that would benefit them. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 12

With this in mind… What other roles might you have as a recruiter? Module 2 Level 1 With this in mind… What other roles might you have as a recruiter? Advocate Interviewer Community Liaison Trainer’s Notes: Prior to displaying this slide, you may want to add or remove roles listed based on the districts your participants are from. Ask participants to think about what other terms someone might use to describe the other roles they have as a recruiter; perhaps prompt them by suggesting one of the roles listed on the slide. Allow participants a few minutes to brainstorm with their table group, and record on their Outline. When all groups are done, click to show the roles displayed on the slide. Ask if they mentioned all the roles listed on the screen; if not, would they agree with those that they didn’t mention? Ask if there are any roles they suggested missing from the screen. As a trainer, you may want to add the additional roles to the slide for future presentations. Outreach Worker School Liaison National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 13

What am I responsible for? Module 2 Level 1 What am I responsible for? Work with a partner. Read each Recruiter Responsibility Card. Group the 12 responsibilities on chart paper. Record any missing responsibility on a blank card. Materials and Prep: Baggie or envelope with Recruiter Responsibilities cards, p.5 in Trainer’s Resource Manual; one set per pair One sheet of chart paper per pair Tape, to display chart paper on the walls, and to allow participants to type cards to chart paper Several post-its per participant Trainer’s Notes: Pass out a baggie or envelope with the Recruiter Responsibility Cards to each pair of participants, along with the chart paper. Tell participants that the National ID&R Manual has determined that there are 12 main responsibilities of a recruiter. These responsibilities are listed on the cards in the baggie they have been handed. There are also a few blank cards to be used in just a bit. Refer to the directions on the slide: Each pairs’ task is to read through the cards and group them in whatever manner they wish. Some pairs may come up with 2 groups, others with 4 groups. There is no right or wrong number of groups. They should lay the cards down on chart paper as they organize them, since they will be taping them on it later for display. Facilitate any discussions in the room to ensure participants understand what each responsibility means. Have pairs determine if there are other duties recruiters have that are not listed. Those should be written on the blank cards and added to the groupings. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 14

What am I responsible for? Module 2 Level 1 What am I responsible for? Determine a label for each group; record on a Post-it. Trainer’s Notes: Tell pairs they should now work to determine a label, or heading, for each group they created. Record the label on a Post-it. Once participants are done with their grouping, they need to tape all cards on the chart paper provided. Make sure they include their labels. When all pairs are done, post their chart papers around the room. Debrief using the next slide. Samples of groupings that could be made: Two groups ID&R, Liaison Three groups Recruit, Identify, Act as a Liaison Communicate, Complete Paperwork, Make Decisions National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 15

What am I responsible for? Module 2 Level 1 What am I responsible for? Grab a few Post its. Stand up with your partner. Visit each chart paper. Reflect/respond to the grouping arrangements/ additional responsibilities: Glad you thought about… Never considered… Not sure I understand… Make sure to leave Post-it with comment on chart paper. Trainer’s Notes: Tell participants they will now go through a carousel process for reviewing the groupings created by other pairs. Review the directions on the slide. Make sure participants understand they need to visit and read every grouping displayed. As the trainer, you may decide participants will only reflect/respond to a few chart papers, or you may have them respond to all. When all pairs have finished their review, allow pairs to revisit their original chart paper to see if any comments were posted. Allow pairs to respond to comments, clarifying any questions or final concerns. Final discussion of this segment is to reassure the recruiters that the state and district personnel understand their role and responsibilities as a recruiter are critical to the success of the migrant program, and they are there to support recruiters in any way they can. Tell participants that to be successful at recruiting, they must ensure they are fully prepared to carry out the responsibilities of their position, which will be addressed on the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 16

How prepared are you to recruit? Module 2 Level 1 How prepared are you to recruit? Trainer’s Notes: Ask participants to look at the responsibilities listed in their Outline. Have participants put a check by those responsibilities that they feel well-prepared for. Have participants put a star by those responsibilities they need additional support with. Have participants indicate how they can improve in their areas of weakness in their Outline (i.e., talking with their supervisor, attending professional development, reaching out to other recruiters, connecting with community organizations, etc.) They may wish to discuss this with their table group. Monitor and facilitate discussions among table groups. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 17

Re-visit Characteristics Module 2 Level 1 Re-visit Characteristics Recruiter Characteristics Materials and Prep: Chart paper with Recruiter Characteristics listed on it, from earlier in the training Trainer’s Notes: Tell participants to look back at the characteristics they came up with for recruiters earlier in the session. Have them look at their list of responsibilities in the Outline, and think about any other characteristics they think would be beneficial for a recruiter to possess in order to meet the responsibilities. Have participants record additional characteristics on p. 1 of their Outline. Additional characteristics that might be suggested: Thinks outside the box Understands the need to follow rules and procedures Self-starter Knows local roads and has a good sense of direction Knows local agricultural and fishing production and processing activities National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 18

Level 1 Assessment Please complete the assessment independently. Module 2 Level 1 Level 1 Assessment 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 and Prep: Level 1 Assessment, p. 6 in Trainer’s Resource Materials, one copy per participant Level 1 Assessment KEY, p. 7 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 2.0 19

Module 2 Level 1 One for Me, One for You Please respond to at least one sentence starter in your Module 2 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: Participants 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 2 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. National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 20