Coordinating Other Services Trainer’s Resource Materials Module 3 Level 1 Coordinating Other Services Facilitating Collaborations Between Families, Schools, and Other Organizations National ID&R Curriculum, Module 3 Level 1 National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

Trainer’s Resource Materials Module 3 Level 1 Module 3 Level 1 Outline Handouts, as needed Pen or pencil Highlighters Post-its® Talking Points This module is based on the National ID&R Manual, Appendix II: Resources and Partnerships.   Use the Module 3 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 3 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. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 2

Trainer’s Resource Materials Level 1: Goals Module 3 Level 1 The recruiter will know other services that migratory children, families, and youth might be eligible to receive. The recruiter will know how to facilitate coordination and collaboration between migratory families, schools, and the community. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

Trainer’s Resource Materials Level 1: Objectives Module 3 Level 1 Participants will be able to identify the local, state, and federal services migratory children, families, and youth might be eligible to receive explain these services; and develop a plan for collaboration between a migratory family in need and available service organizations. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

Trainer’s Resource Materials Level 1: Agenda Module 3 Level 1 What Assistance Might They Need? Local, State, and Federal Services Using What You’ve Learned Families in Need Assessment National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

What Assistance Might They Need? Trainer’s Resource Materials What Assistance Might They Need? Module 3 Level 1 What services do you think might benefit the families described in the following slides ? Materials Copy of the National ID&R Manual, Appendix II: Resources and Partnerships for reference as you work through discussions on following slides. Trainer's Notes Refer participants to each of the following 3 slides, of a fictional migratory family. For each, ask them to spend a few minutes reading the description and thinking about what types of community services, other than the ones its migrant department might provide, the family might benefit from. Have participants record the services in their Outline After discussion is over, advance to the next description and repeat. Participants will create an extensive list of services during another activity—this one is intended only to stimulate the discussion. Talking Point As discussed in Module 2, recruiters often have responsibilities beyond ID&R. Migratory families often rely on recruiters to help them navigate the unfamiliar, and sometimes unfriendly, environment that families might encounter in a new community. In this module, we will explore resources that may benefit families in your state. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

What Assistance Might They Need? Trainer’s Resource Materials What Assistance Might They Need? Module 3 Level 1 Family Members Age / Education Observations Maria Single mother (45 years old) Maria and her 2 daughters have worked in agriculture for 10 years. She wants Patricia and Sophia to finish high school but is worried about supporting the family with a single income. Sophia tells you that she is interested in earning her HSED now that Marco will be going to kindergarten in the fall. Since they have returned to your district they have not been able to find a doctor they can afford. Sophia 24 years old – dropped out of school after 9th grade. Patricia 17 years old- recently completed 10th grade Marco 6 years old ( Sophia’s son) Trainer's Notes Participants may recommend the following services. Accept any reasonable response: Free lunch program through the school HSED or HEP Health care WIC National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

What Assistance Might They Need? Trainer’s Resource Materials What Assistance Might They Need? Module 3 Level 1 Family Members Age / Education Observations Sara 30 years old, earned her HSED 4 years ago Stephen provides the only income for the family. He speaks very little English and relies on Sara to translate during your visit. Sara was injured at her last place of employment. She hopes to find employment after her recovery, but will no longer have the mobility needed to work in the field or meat packing industry. Stephen 32 years old, dropped out of school after 8th grade Anna 3.5 years old, no education Trainer's Notes Participants may recommend the following services. Accept any reasonable response: Health care options WIC Migrant Head Start or pre-k programs National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

What Assistance Might They Need? Trainer’s Resource Materials What Assistance Might They Need? Module 3 Level 1 Family Members Age / Education Observations Florentine 25 years old, high school graduate Florentine and Lee grew up as migratory students. Once they graduated high school, they returned to the fields to help support their younger siblings. They currently live with Florentine’s mother 2 younger brothers and her niece in a 1 bedroom trailer provided by the farmer that employees Lee. You notice that there is a leak in the roof and one of the younger siblings tells you that electricity has not been turned on since they have returned. Florentine gave birth to Christina 3 weeks ago. Lee 26 years old, high school graduate Christina New born Sandrine 48 years old, 10th grade education Julio 10 years old, completed 3rd grade Marcia 15 years old, repeating 9th grade this fall Raul 16 years old, enrolled in 10th grade last year, but did not complete the school year Trainer's Notes Participants may recommend the following services. Accept any reasonable response: WIC NMSHA Day care options Parenting classes Housing programs DOL monitor advocate program / Farmworker advocacy organizations National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

Your Role As an ”Advocate” Trainer’s Resource Materials Your Role As an ”Advocate” Module 3 Level 1 Advocate: Someone who acts or intercedes on behalf of another. Trainer's Notes Remind participants that one of the many roles of the recruiter is that of an advocate for the migratory family. Ask what it means to be an advocate for someone, and have participants record in their Outline allow for responses, then click to display one meaning of the word. Tell participants they will now engage in a brief activity to allow them to think about all the local, state, and federal resources available in their communities to assist families, in particular, those who are migratory. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

Local, State, and Federal Services: Carousel Trainer’s Resource Materials Local, State, and Federal Services: Carousel Module 3 Level 1 Each group is assigned to start at one chart paper. Brainstorm all services provided at either the local, state, or federal level for that category. Move to the next chart when time is called. Materials Seven sheets of chart paper, each labeled with one of the following: Child Care, Health Care, Housing, Jobs, Education, Food, Other Markers   Trainer's Notes Divide participants into seven groups. If you have under 14 participants, you may decide to group categories together. Click to display directions and review with participants. Participants are to take a couple of minutes to list as many services as they can for their category. The services can be either local, state, or federal. After a few minutes, have participants move to the next chart paper. Continue until participants have visited all seven chart papers. Have participants return to their original chart papers. Responses will depend on what services are available locally and in participants’ states. Examples of some federal/national services could include HEP, CAMP, NSLP, NMSHA, NCFH, NFJP. Note that some national centers may have affiliates at the state and local levels. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

Local, State, and Federal Services: Carousel Debrief Trainer’s Resource Materials Module 3 Level 1 Local, State, and Federal Services: Carousel Debrief Did you list all resources available? For those you did not list on the chart paper, do you see a need for the service by the migratory families you work with? Materials A printed list of local, state, and federal services available for migratory families, one copy per participant. Make sure the list includes information about the program, not just the name. If a hard copy is not practical, provide a list of web resources or schedule the session in a computer lab and allow time for participants to search for resources in their area, facilitating as needed. Sample of Federal and National Services, in the Trainer’s Resource Materials. Print a copy as a reference, if desired. A Sample of State and Local Services template is included on p. 5; record some key resources at these levels. Trainer's Notes Provide all participants with the state and local lists created and the Sample of Federal and National Services. Ask them to compare the list they developed to actual services that can be provided. Discuss the questions on the slide with the group. Refer participants to the National ID&R Manual, Appendix II: Resources and Partnerships for additional resources, and give them a minute to scan the resources. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 15

Using What You’ve Learned Trainer’s Resource Materials Using What You’ve Learned Module 3 Level 1 A recruiter should ensure knowledge of the services available, including providing a description of each service and how they can help the family; describing how a family may qualify for each service; giving up-to-date contact information; and sharing locations. Trainer's Notes Tell participants that knowing what services are available for their families is the first step. Now, they will spend some time talking about what to do with that knowledge. Click to display talking points on the slide. Facilitate discussions that occur, including where participants may find this information. Remind participants to take notes in their Outline (p. 2). National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

Using What You’ve Learned Trainer’s Resource Materials Using What You’ve Learned Module 3 Level 1 A recruiter should develop a means for getting the information to families. How do you share information? What do you need to remember when communicating this information to families? Trainer's Notes Facilitate discussion of how participants currently share information about services available. Check for guidance in the state manual, if desired. Encourage participants to record any suggestions they may wish to implement on their Outline (p. 2). Discussion Points How do you share information? Is a brochure provided to each family listing all available services alphabetically or by category? Let participants know that a sample brochure can be found in the National ID&R Manual, Appendix IV if the state does not have its own. Do you leave contact info only for a specific organization when you are meeting with a family, so as not to bombard them with too many organizations at one time? Do you direct families to contact your office when a need arises? What do I need to remember when communicating this information to families? Use commonly used words and terms. Connect the program services to the needs of the family. Know the details of the program and communicate them well. Is there a cost involved? If so, how much? Assure families that personal information will be kept confidential. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

Using What You’ve Learned Trainer’s Resource Materials Using What You’ve Learned Module 3 Level 1 A recruiter should follow up: How do you determine if the family received the service? Are phone calls made by the recruiter after a specific amount of time? Is the family instructed to let the MEP know when and if services are received? Is there a process in place for notifying the appropriate MEP staff that the service was received, for documentation purposes? Trainer's Notes Facilitate discussion of how participants determine whether a family actually received the service, then click to display the bullets on the slide. Encourage participants to record any suggestions they may wish to implement in their MEP. Make sure any specific guidelines that pertain to the district/region/state in discussion are addressed. Discussion Points Are phone calls made by the participant after a specific amount of time? Is the family instructed to let the MEP know when and if services are received? Is a process in place for notifying the appropriate MEP staff that the service was received, for documentation purposes? Do service providers track services and provide data? Do community agencies conduct surveys and share data? National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

Let’s Try It: Families in Need, Part 1 Trainer’s Resource Materials Let’s Try It: Families in Need, Part 1 Module 3 Level 1 Read each family situation. Use your lists of local, state, and federal services to determine which might meet the needs of the family; record. Compare your responses with your table group. Materials Families in Need, p. 6 in Trainer’s Resource Materials, one copy per participant Trainer's Notes Tell participants that they will now practice assisting families in need of outside services. Give p. 6 to participants and read through the directions on the slide. Make sure participants understand the task. Remind them that there is not a single correct plan for each family and that their answers do not have to match those of their tablemates. Once table groups have finished their discussions, debrief as a whole group. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 19

Trainer’s Resource Materials Families in Need, Part 2 Module 3 Level 1 Stand up. Select a partner from another table; take your Families in Need page with you. Determine who will be the parent and who will be the recruiter. Recruiter: Select one organization you listed that you’re not too familiar with and spend a few minutes reading about it. Recruiter will explain the organization to the parent, who has no knowledge of it. Parent will provide feedback to the recruiter. Materials Participants should have their lists of local, state, and federal services available to use during this activity. Trainer's Notes Tell participants they will now spend some time familiarizing themselves with the services available in their areas. Participants will role-play explaining one of the services they listed on the Families in Need, Part 1 page to a family out in the field. Click to display the first two bullets. Review the directions and allow participants to meet with their partners. Click to display the next bullet. Once roles have been determined, display the last bullets and review. Make sure all participants clearly understand their roles. Actively monitor pairs as participants role-play. If a participant already has a good understanding of all the services/organizations he or she listed for the families, assign an organization that the participant is less familiar with. This will allow him or her to leave the training with a broader knowledge of what is available to families. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

Trainer’s Resource Materials Families in Need, Part 2 Module 3 Level 1 Reverse roles. Debrief. Return to your table. Record two things you have learned about the services available for your families with your group in your Outline. Trainer's Notes Have participants reverse roles, explaining a new service/organization. When finished, click to the next slide, and debrief this activity by asking participants to return to their table groups and record two things they have learned about the services available for their families in their Outline (p. 3). When all have recorded their information, ask a few volunteers to share their responses. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 21

Trainer’s Resource Materials Level 1: Assessment Module 3 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, p. 7 in Trainer’s Resource Materials, one copy per participant Level 1: Assessment Key, p. 8 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 22

Trainer’s Resource Materials One for Me, One for You Module 3 Level 1 Please respond to at least one sentence starter in your Module 3 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. Materials Index cards, one per participant Trainer's Notes Ask participants to think back to all they learned during this session—they can use their notes to refresh their memories—and respond to at least one of the sentence starters in their Outline (p. 3). Sentence Starters: I learned… I still want to know… I would like to have more training on…  Ask participants to record their responses to one Sentence Starter on index cards so that their feelings about today’s training can be assessed and subsequent trainings modified as needed. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 23