1. Migrant Education Program New State Directors’ Orientation Tutorial Module 2: Eligibility and Identification & Recruitment
U.S. Department of Education
Office of Migrant Education
Tools for Program Improvement

2. Table of Contents Section Slide # Getting Started 3 Eligibility 9
Identification and Recruitment (ID&R) 26
Wrapping Up 68

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 migrant 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 state’s 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 (cont.)
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 MEP Officer for follow-up questions.

7. Icons to Guide You
The following icons will guide you in making best use of this tutorial:
What Do You Think?
Check-in
Pop Quiz!
Quick Reference & Reflection Sheet (QRRS)
Action Planning
Calendar Item Q!
QRRS

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
MEP ID&R Manual
Technical Assistance Guide on Re-interviewing
Your state MEP ID&R plan
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 use the COE form established by the Secretary to document the state’s determination of the eligibility of migratory children.
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.

11. State Responsibilities to Document the Eligibility of Migratory Children
An 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 §

12. Overview of Eligibility
A child is a migratory child and is eligible for MEP services if all the following conditions are met:
The child is not older than 21 years of age; and
The child is entitled to a free public education (through grade 12) under state law or is below the age of compulsory school attendance; and

13. Overview of Eligibility
The child is a migratory agricultural worker or migratory fisher, or the child has a parent, spouse, or guardian who is a migratory agricultural worker or migratory fisher; and
The child moved within the preceding 36 months in order to seek or obtain qualifying work, or to accompany or join the migratory agricultural worker or migratory fisher … in order to seek or obtain qualifying work; and

14. Overview of Eligibility
5. With regard to the move, the child
Has moved from one school district to another; or
In a state that is comprised of a single school district, has moved from one administrative area to another within such district; or
Resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence to engage in or to accompany or join a parent, spouse, or guardian who engages in a fishing activity.
MEP Guidance, Chapter II, A1
See QRRS 2.1 – Law and Regulations Related to Migratory Children

15. Pop Quiz! Eligible or Not?
Two years ago, Ruben Gomez and his sons, Andy, 17, and Rudy, 15, arrived in your community, Phoenix, AZ. The family has a long history of moves for seasonal agricultural work. They moved from Tucson, AZ, to obtain seasonal employment picking tomatoes, but could not find work due to a drought that had limited the field work available.

16. Pop Quiz! Eligible or Not? (cont.)
Mr. Gomez, instead, found temporary work at a local tire shop. He enrolled Andy and Rudy in school shortly after they arrived. One year later, Mr. Gomez and his sons were hired by a farmer to fertilize cotton.
Are the Gomez children eligible for MEP services?

17. Pop Quiz!
After you review the references for the definition of a “migratory child,” would you consider the Gomez children eligible?
Note: Children must meet ALL of the eligibility criteria in the statute and regulations in order to be determined eligible for the MEP.
See QRRS 2.2 – Checklist for Eligibility

18. Pop Quiz! - Response
It would appear, based on the information provided, that the Gomez children would be eligible.
Note: It is impossible to make a solid determination without an in-depth interview with the family. Seeking out families and conducting interviews to determine eligibility is the role of the recruiter.

19. Eligibility Assistance for the State Director
If the state director cannot answer a question about eligibility, the state director should send the question to the assigned MEP Officer.

20. Certificate of Eligibility (COE)
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.
MEP Guidance, Chapter II, K2

21. Certificate of Eligibility (COE)
Each state’s COE may look different, but all COEs must include the required data elements and the required data sections contained in the National COE.
Detailed information about the National COE requirements, including how to complete the COE and specifics about how a state may design its COE, is available on The Department of Education’s Legislation, Regulation, and Guidance page.
MEP Guidance, Chapter II

22. Certificate of Eligibility (COE)
Required data elements of the National COE
Family Data
Child Data
Male Parent/Guardian Last Name
Male Parent/Guardian First Name
Female Parent/Guardian Last Name
Female Parent/Guardian First Name
Current Address
City, State, Zip Code
Telephone
Last Name1
Last Name 2
Suffix
First Name
Middle Name
Sex
Birth Date
Multiple Birth Flag (MB)
Birth Date Verification Code (or Code)
Residency Date

23. Certificate of Eligibility (COE)
Required data sections for the National COE
Qualifying Move & Work Section
Comment Section
Parent/Guardian/Worker/Spouse
Eligibility Certification Section

24. 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

25. Pop Quiz! - Response
If you picked immigration status and child’s grade level, you are correct. These are not required information items for the National COE.

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

27. Definition of Identification and Recruitment (ID&R)
The SEA is responsible for identifying and recruiting all eligible migrant children in the state.
Identification: Determining the location and presence of migrant children
Recruitment: Making contact with migrant families, explaining the MEP, obtaining information for eligibility determination, documenting the child’s eligibility, and enrolling eligible children in the MEP

28. 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 migrant 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 Guidance, Chapter III

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

30. 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 Guidance, Chapter III, A4
34 CFR § (d)
The following slides provide strategies for
each of these six responsibilities.

31. 1. Map Where Migrant Families Reside
While local recruiters will research areas where migrant 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 migrant labor exist and (2) peak employment periods;
Utilize an Internet mapping service such as or and enter the name of a local town with search words such as “migrant,” “orchard,” “farm,” “nursery,” or type of crop;

32. 1. Map Where Migrant Families Reside
Developing and utilizing a recruitment database that includes: employers in the state who hire temporary and seasonal migrant workers, and locations of migrant camps and housing;
Developing and utilizing an ID&R network by coordinating with organizations and agencies that provide services to migrant families; and
Conducting community surveys or industrial surveys to confirm the location and presence of migrant workers and their families.

33. 1. Map Where Migrant Families Reside
For more strategies on mapping where migrant families reside, see the MEP Guidance, Chapter III, A5. The MEP ID&R Manual (Appendix II) includes a list of links to agencies and programs that serve or have information on migrant families; these agencies are important resources to assist in locating migrant families.

34. Check-in
What information is available to you to identify where migrant families reside?
See QRRS 2.3 – Developing a State Profile of Migrant Locations

35. 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.

36. 2. Develop a Statewide Recruitment Plan
Ways to Organize an ID&R System
Decentralized System
Centralized System
SEA delegates responsibility for ID&R to regions, LOAs, or consultants
SEA or central office hires, trains, and supervises all recruiters
Advantage: Recruiter is part of the local MEP and understands the program and services available for migrant children
Advantage: More SEA control and consistency in ID&R
Disadvantage: More difficult for the SEA to provide close oversight and consistency
Disadvantage: Less local ownership, less familiarity with local programs and services
Or, the SEA may utilize a combination of both systems.

37. Check-in
Appendix XV in the MEP ID&R Manual provides 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 2.4 – Reviewing the State ID&R System

38. 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 migrant families and youth live and work,
Explaining the MEP to families and youth,

39. 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, and
Following ethical standards and confidentiality laws.
Recruiters may also facilitate communication among migrant families, schools, agricultural employers, and the community.

40. 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.

41. 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?

42. 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
Similar cultural or ethnic background as migrant families in the region
Personal integrity
Attention to detail
Independent worker
Cultural sensitivity
Flexibility
Willingness to work non-traditional hours

43. What Do You Think? – Reflection
Following are skills and knowledge good recruiters should have. How many did you include in your list?
Interviewing skills
Time management skills
Interpersonal skills
Ability to maintain appropriate relationship boundaries
Knowledge of the MEP and eligibility processes and requirements
Familiarity with migrant databases
Knowledge of migrant families in the region
Knowledge of services available

44. 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.
MEP ID&R Manual, Chapter 9

45. 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, and MEP Guidance 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?

46. 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 migrant children.

47. 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 attendance,
Compulsory attendance policies and consequences for parents,
Child abuse or neglect reporting requirements, and
Minimum immunization requirements to enroll in school.

48. 3. Train and Guide Recruiters
Resources to supplement the training of new recruiters:
MEP Identification and Recruitment Manual - Part I focuses 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 Identification and Recruitment 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 ID&R Manual.

49. 3. Train and Guide Recruiters
State directors 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, and
Encouragement to attend national or state conferences.
See QRRS 2.5 – Recruiter Training Action Planning

50. 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 migrant workers are located or near housing where the families and youth may reside.
Deployment should reflect the best use of recruitment resources to identify the greatest number of eligible children and youth.

51. 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 migrant students?
For these and other questions, see Chapter 10 of the MEP ID&R Manual

52. Check-in
It is important to know the answers to the preceding questions and those found in Chapter III of the MEP ID&R Manual in order to guide the development or revision of a state ID&R action plan.
See QRRS 2.6 – Recruiter Deployment Considerations

53. What Do You Think? True or False?
A good strategy to incentivize recruiters is to set a monthly quota for number eligible migrant children and youth identified.

54. What Do You Think? - Reflection
FALSE
The state director or administrator should avoid using recruitment quotas as an incentive. Such pressure could lead to making inaccurate eligibility determinations.
The state director or administrator should emphasize the quality of child eligibility determinations over the quantity of such determinations.

55. 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 supervisors to meet, with recruiters regularly to review work plans and eligibility determinations; develop a protocol 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 2.7 – Recruiter Monitoring Action Planning

56. 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;
For an example of a COE Review Flowchart, see Figure 7 in the MEP ID&R Manual, p. 147
34 CFR § (d)
See QRRS 2.8 – COE Review Flowchart

57. 5. Implement Quality Control Procedures
A formal process for resolving eligibility questions raised by recruiters and their supervisors, and transmitting responses to LOAs;
Suggested strategy: institute an Eligibility Chain of Command to ensure that all recruiters and administrators are on the same page
MEP ID&R Manual, p. 81

58. 5. Implement Quality Control Procedures
A process for the SEA to validate that eligibility determinations were properly made, including conducting prospective re-interviewing;
Re-interviewing parents or guardians from a representative sample of COEs on an annual basis must be part of an SEA’s quality control system.
34 CFR § (b)
Consider:
How many children will be selected for re-interview?
Who will conduct the re-interviews?
How will the parents be informed?
How will eligibility discrepancies be handled?
See the Technical Assistance Guide on Re-interviewing

59. 5. Implement Quality Control Procedures
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; and
A process for implementing corrective action, if needed.
MEP ID&R Manual, Appendix XVI

60. 5. Implement Quality Control Procedures
The quality control process should include both process-oriented and product-oriented quality control strategies.

61. 5. Implement Quality Control Procedures
Process-oriented quality control strategies:
Hire qualified recruiters.
Provide orientation and ongoing training.
Provide tools, such as a sample interview script.
Supervisor observation of recruiter.
Provide opportunities for recruiters to discuss particular situations.
See MEP ID&R Manual, Chapter 11

62. 5. Implement Quality Control Procedures
Product-oriented quality control strategies:
Secondary reviewers check the accuracy of eligibility determinations by re-interviewing a sample of migrant families and youth (prospective re-interviewing).
Every third year, the SEA must hire one or more independent re-interviewers to conduct the re-interviews.
34 CFR § (b)(ii)
See MEP ID&R Manual, Chapter 11

63. 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 2.9 – ID&R Quality Control Checklist

64. 6. Evaluate the Effectiveness of Identification and Recruitment 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.

65. 6. Evaluate the Effectiveness of Identification and Recruitment Efforts
Include methods of evaluation, such as measuring whether:
Training activities have led to more efficient ways of finding migrant 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.

66. 6. Evaluate the Effectiveness of Identification and Recruitment Efforts
The ID&R administrator is also responsible for evaluating the performance of individual recruiters.
Some considerations are whether the recruiter:
Makes correct eligibility decisions;
Documents child eligibility adequately, accurately, and clearly;
Manages time wisely;
Represents the program effectively;
Relates well to others;
Has good interviewing skills;
Exhibits cultural sensitivity; and
Meets both team and personal goals.

67. 6. Evaluate the Effectiveness of Identification and Recruitment Efforts
State directors or ID&R administrators may meet with recruiters or delegate the task to recruiter supervisors.
Regular meetings with recruiters allow supervisors to:
Evaluate the recruiters’ efforts;
Reinforce primary job duties and responsibilities; and
Provide technical assistance and guidance to recruiters.
For recruiters in isolated areas, telephone calls or online meetings can serve as an efficient way to conduct regular meetings.

68. Wrapping Up
In This Section
Key Points
Action Planning
Resources

69. Key Points
The state MEP is responsible for the proper and timely identification of all eligible migrant children in the state.
Every child eligible for migrant services must have a COE on file.
Recruiters play a vital role in finding migrant children, interviewing families, and determining eligibility.
The state MEP must have a system of quality control in place for eligibility determinations.
The state MEP must evaluate recruiters on an annual basis.

70. Action Planning
Developing your state ID&R plan: The completed worksheets in this module can be the foundation for your state ID&R plan. Recommended sections include:
State profile of migrant families,
Description of the statewide recruitment plan,
Recruiter training plan,
Recruiter deployment
Quality control process, and
ID&R evaluation plan.
Add any actionable items to your MEP planning calendar.

71. Action Planning
Considerations for developing or revising the state ID&R plan:
Get input from recruiters and other ID&R staff;
Get input from parents or the Parent Advisory Council (PAC);
Ask critical questions related to current operations and be open to revisions;
Ensure sufficient resources are allocated to carry out and oversee the action plan; and
Create a master calendar of all state-level ID&R activities.
See QRRS 2.10 – ID&R Action Planning Calendar

72. Resources for Identification and Recruitment
MEP Guidance on Education of Migratory Children under Title I, Part C, of the Elementary and Secondary Education Act of 1965, Chapter II and Chapter III – explanation of guidelines to implement the laws and regulations related to the eligibility and ID&R
MEP ID&R Manual – in-depth explanation of ID&R, recruiter’s role, administrators role, and quality control
National ID&R Curriculum – designed for MEP staff, trainers, and recruiters, this eight module training provides a framework for recruiter development
Technical Assistance Guide on Re-interviewing – resource for SEA personnel to use during re-interviewing

73. Migrant Education Program Resources
MEP Officers – list of OME contact information
MEP State Profiles – includes links to state MEP contact information
Glossary of Terms – alphabetical listing of key terms applicable to migrant education

74. New State Directors’ Orientation Tutorial
This tutorial was developed by The SERVE Center at The University of North Carolina at Greensboro under contract number ED-08-CO-0111.
Content for this tutorial was developed through a review, compilation, and synthesis of
Authorizing statutes and regulatory guidance,
Information and resources obtained from the and websites,
Other documents shared by the Office of Migrant Education,
State Migrant Education Program websites and related documents, and
Other websites supporting the educational welfare of migrant children and youth.
Note: Some links in this tutorial take the user to external websites provided by other organizations. The U.S. Department of Education cannot guarantee the accuracy of the information at these sites. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse any views or products of these organizations.
No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.
Note: All images included in this tutorial are used with appropriate licensing agreement, or are copyright cleared or open source.