1. The COE Process Module 8 Level 3 Quality Control Agenda Activity
Slide(s)
Time
What is Quality Control?
5-6
5 minutes
Quality Control in the ID&R System
7-11
45 minutes
Components of an Effective Quality Control System
12-24
60 minutes
Benefits and Consequences 25
15 minutes
What is Quality Control? - Revisited 26
Assessment 28
30 minutes
Total time to complete module
2 hours minutes
Module 8 Level 3
This level based on Chapter 11: Quality Control in the ID&R System, in the Migrant Education Program Identification and Recruitment Manual.
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2. Materials Module 8 Level 3 Outline Handouts, as needed Pen or pencil
Highlighters
Post-its
Trainer’s Notes
Refer participants to the Module 8 Level 3 Outline for this module.
Point out the first row, which lists the goal and objectives, and note that they have space to take notes.
Tell participants that they will not receive a PowerPoint for the presentation, since the Module 8 Level 3 Outline provides the most pertinent information from the slides.
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3. Level 3: Quality Control
Module 8 Level 3
Level 3: Quality Control
Goal The recruiter will know how to implement quality control activities.
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4. Level 3: Quality Control
Module 8 Level 3
Level 3: Quality Control
Objectives
Participants will be able to:
Explain what quality control means within the ID&R system.
Identify the components of an effective quality control system.
Explain the benefit of an effective quality control system and the consequences of an ineffective system.
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5. Agenda: Level 3 What is Quality Control?
Module 8 Level 3
Agenda: Level 3
What is Quality Control?
Quality Control in the ID&R System
Components of an Effective Quality Control System
Benefits and Consequences
What is Quality Control? – Revisited
Assessment
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6. What is Quality Control?
Module 8 Level 3
What is Quality Control?
Trainer’s Notes
The basic principles of quality control are widely used in engineering and manufacturing, and are designed to ensure that a high production standard is consistently met by testing the product at several points during the manufacturing process.
These same principles can be applied to the MEP to ensure that only those children who are truly eligible for the MEP are recruited, counted and served.
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7. MEP Quality Control Goals
Module 8 Level 3
MEP Quality Control Goals
To develop efficient and cost-effective strategies for identifying all eligible migrant children.
To make proper and timely MEP eligibility determinations confirmed via routine checks and balances.
Trainer’s Notes
Let participants know that there are two goals for MEP quality control. Then, click to display the first one.
Ask participants to read through the goal and think about what it really means. Allow a few volunteers to share their thoughts.
Repeat the process for the second goal, focusing on what the phrase “via checks and balances” means.
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8. Jigsaw: Quality Control in the ID&R System
Module 8 Level 3
Jigsaw: Quality Control in the ID&R System
Number off 1-4.
Stand with your Outline and something to write with.
1s form a group; 2s form a group, etc.
Read your assigned passage.
Discuss the questions in your Outline for your passage as a group. Record your answers.
Materials and Prep
Readings: Quality Control in the ID&R System, pp. 3-6 in the Trainer’s Resource Materials. Number of copies will depend on the number of participants. Divide the number of participants by four to determine how many of each reading are needed.
Trainer’s Notes
Tell participants that in order to enable them to reach the quality control goals for the MEP, they will need to begin with a study of what quality control looks like in the ID&R system.
This will be done through a jigsaw of readings from the National ID&R Manual.
Click to display the first direction on the slide. After it has been done, click to display the next. Continue until all steps have been completed.
Pass out the passages by giving passage #1 to group 1, passage #2 to group 2, and so on.
Basic Principles
Federal and State Requirements
Quality Control of MEP Processes
Quality Control of MEP Products
Continue directions on the next slide before beginning activity.
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9. Jigsaw: Quality Control in the ID&R System
Module 8 Level 3
Jigsaw: Quality Control in the ID&R System
Basic Principles
Federal and State Requirements
Quality Control of MEP Processes
Quality Control of MEP Products
Be prepared to discuss your reading and responses.
Trainer’s Notes
Review the titles of all readings with the group.
Tell participants they will need to be prepared to discuss their reading and responses when time is called.
Have participants begin reading; monitor and assist as needed.
Trainer should ensure that all questions are answered based on the information in the reading and that individual group members are all prepared to discuss and share.
When all groups have finished working proceed to the next slide.
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10. Debrief: Quality Control in the ID&R System
Module 8 Level 3
Debrief: Quality Control in the ID&R System
Form a group with a 1, 2, 3, and 4.
#1, discuss your reading and share the responses to the questions.
As the reading and responses are shared, other members of the group record the responses.
Continue sharing all readings in the same format.
Trainer’s Notes
Review the directions of the debriefing process.
As participants are working with their group, monitor actively to ensure they are discussing and understanding the readings and questions.
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11. Debrief: Quality Control in the ID&R System
Module 8 Level 3
Debrief: Quality Control in the ID&R System
Return to your original seat.
Review the responses you recorded.
Highlight all responses you would like to remember.
Trainer’s Notes
Review the directions on the slide with participants.
When all participants have highlighted those responses they would like to remember, allow volunteers to share with the group.
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12. Components of an Effective Quality Control System
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters.
Trainer’s Notes
Tell participants that the National ID&R Curriculum has identified several components that can assist each MEP with developing their own quality control system.
One component is providing support for recruiters to reduce the number of errors in the process of identification and recruitment of migrant children.
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13. Support for Recruiters
Module 8 Level 3
Support for Recruiters
What type of recruiter support is needed in my district?
Currently in place
Would like to see happen
Next steps
Materials and Prep
What type of recruiter support is needed in my district?, p. 9 in Trainer’s Resource Materials, one copy per participant
Trainer’s Notes
Pass out the worksheet to all participants.
If some participants are from the same district, allow them to complete the first column of the chart together. Otherwise, have participants complete the first column independently. Tell participants to check all that apply.
Next, have participants complete the second column discussing the pros and cons of having that specific support in place before making a decision.
Finally, ask participants to consider next steps towards implementing those checked in the second column and record in the third column.
Trainer will want to actively monitor during activity to ensure understanding of each type of support and facilitate discussions.
Debrief of this segment will be a whole-group discussion of the second and third columns, “Would like to see happen” and “Next steps”. They will give the trainer a good indication of guidance and support that may need to be provided at future trainings.
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14. Components of an Effective Quality Control System
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters.
Reviewing COEs.
Trainer’s Notes
Tell participants they will now look at another component of an effective quality control system: Reviewing COEs.
Ask participants to tell you who should be responsible for reviewing the accuracy of information on the COE. Discussion should include:
When a COE is first picked up, it should be reviewed by:
Recruiter
Eligibility reviewer
Data entry specialist
At least once throughout the program year, a thorough review of all COEs should occur by both the local MEP and ideally, the regional or state MEP. The trainer will want to ensure accurate information is given out at this time regarding who else may be reviewing recruiter’s COEs.
Module 8, Level 1 addressed who should review the COE when it is first completed and the process involved.
Participants will now spend some time discussing a process of reviewing all COEs at the local level throughout the school year.
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15. Module 8 Level 3
Reviewing COEs
Why might we want to have a process in place for reviewing COEs after they have been entered in the state’s database?
Trainer’s Notes
Let participants know that in a perfect world all completed and entered COEs were reviewed thoroughly by a highly trained recruiter, reviewer and data entry specialist. Every error was caught and no question regarding eligibility was left unanswered.
Then ask participants to read the question displayed on the slid, and discuss with their table group why it might be necessary to have a process in place for reviewing COEs at this stage. Discussion may include:
In some districts, the recruiter and data entry specialist may be the same person, which means only two people review each COE.
The local MEP reviewer may wear many hats. Migrant may only be a fraction of the responsibilities the reviewer has. Consequently, errors may be overlooked.
The local MEP may not have a structured review process in place, i.e., a reviewer checklist, specific data to look for.
The recruiter, reviewer and data entry specialist may be unaware of all the resources available for reviewing a COE.
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16. Reviewing COEs What might this process look like? Brainstorm ideas.
Module 8 Level 3
Reviewing COEs
What might this process look like?
Brainstorm ideas.
Record on chart paper.
Be prepared to share.
Materials and Prep
Chart paper, one sheet per group. Number of groups will vary; see explanation in notes below
Markers, per group
Trainer’s Notes
Because every MEP is structured differently - some programs have only one person; others have five or more – the review process of all COEs will look different in every district.
Let participants know that as a trainer, you are well aware that they might not be the people who decide what this review process will be or if there will even be a formal review process. However, they can definitely make recommendations to their team regarding how to ensure the children they have identified in their state database really do qualify for the program and that their COEs are error-free.
Many supervisors would welcome an organized process for quality control that will help alleviate potential errors and misidentification.
The trainer will want to consider how to structure this segment so it is most beneficial for all participants. Some issues to consider:
Grouping: Group participants who come from a small MEP team together and participants with a large MEP team together.
Audience size: If one of the above groups will have over ten participants, the trainer may wish to make two sub-groups.
Click to show directions for the task. Then click to advance the slide to give the groups some items to consider.
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17. Reviewing COEs Considerations: Who When What How Trainer’s Notes
Module 8 Level 3
Reviewing COEs
Considerations:
Who
When
What
How
Trainer’s Notes
Tell participants they will want to address the considerations listed on the slide as they create their COE review process.
Let participants know you will spend a moment elaborating on each consideration – they may wish to take notes in their Outline.
Who will be involved in reviewing all the COEs? Just the recruiter(s)? Reviewer(s)? Data specialists?
When is the best time of year to conduct the review? When are most families back into the area for the new year?
What information will be reviewed? All pieces of data on the COE? Information in the database to see if it matches information on the COE? School enrolment dates with school records? Supplemental comments? Supporting documentation?
How will the review process be structured? Will checklists be provided? Will each person involved take a specific role with COEs passed in assembly line fashion from one station to another?
Have groups begin creating their process on chart paper once all considerations have been explained. Trainer should actively monitor and assist as needed.
Let participants know their process needs to be written so others can read and make sense of it.
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18. Debrief- Reviewing COEs
Module 8 Level 3
Debrief- Reviewing COEs
Carousel Walk
Visit each process with your group.
Take your Outline.
Discuss how the process differs from yours.
Record any ideas you would like to use.
Materials and Prep
Completed chart papers from each group
Tape, as needed
Trainer’s Notes
When all groups are done, have them post their chart paper process on the wall.
Review the directions on the slide and monitor to ensure groups visit all chart papers. Facilitate conversations as needed.
When all groups are done, ask participants to return to their seats.
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19. Debrief- Reviewing COEs
Module 8 Level 3
Debrief- Reviewing COEs
What information did you learn that you value most?
Trainer’s Notes
Have participants read the question on the slide and respond in their Outline. Trainer may wish to allow volunteers to share responses with the group.
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20. Components of an Effective Quality Control System
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters.
Reviewing COEs.
Re-interviewing families.
Trainer’s Notes
Let participants know that they have addressed two components for an effective quality control program and will now touch on a third one: re- interviewing families.
Remind participants that the purpose for re-interviewing was discussed during the jigsaw reading earlier.
The process for re-interviewing families in each state is addressed by the regional or state level MEP and may vary from state to state.
Trainer may want to include information regarding the re-interviewing timeline and process for the state or region in the Power Point.
Trainer may also want to modify the Outline to allow participants to take specific notes. Space has been provided in the Outline.
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21. Components of an Effective Quality Control System
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters.
Reviewing COEs.
Re-interviewing families.
Recordkeeping.
Trainer’s Notes
Tell participants they are now at the final component of an effective quality control system- recordkeeping.
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22. Module 8 Level 3
Recordkeeping
MEP requires a high degree of accountability and recordkeeping.
Should be maintained as paper or electronic file.
Records should be readily available.
Trainer’s Notes
Review the three bullets on the slide with participants and elaborate by adding the following details:
As with any federally funded program, the MEP requires a high degree of accountability and recordkeeping.
The child’s record of eligibility, identified needs and the services provided should be documented and maintained either electronically or in a paper file.
Since the MEP serves children and families who cross school district and state boundaries frequently, these records should be available in case they need to be exchanged among programs.
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23. Recordkeeping – Required Practices
Module 8 Level 3
Recordkeeping – Required Practices
What records do we need to keep?
Where should records be kept?
How long should we keep records?
Trainer’s Notes
Have participants turn to the section on recordkeeping in their Outline. They will notice a chart with three questions to address regarding record keeping in their local MEP.
The trainer should be aware of recordkeeping practices in the state and be prepared to share them as they relate to the questions in the chart. The trainer may wish to include talking points in the second column of the chart on the slide.
Participants should be asked to take notes regarding the required practices.
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24. Components of an Effective Quality Control System
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters.
Reviewing COEs.
Re-interviewing families.
Recordkeeping.
Are there any other components you would like to add? Is there any piece of the ID&R process that was not addressed?
Trainer’s Notes
Let participants know you have now finished reviewing the components of an effective quality control system as indicated in the National ID&R Manual.
Allow participants to provide any final comments regarding the components listed.
Click to display the questions and provide a few minutes for participants to consider. Allow volunteers to share their thoughts and facilitate any discussions that may arise.
Encourage participants to record any additional components in their Outline.
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25. Benefits and Consequences
Module 8 Level 3
Benefits and Consequences
Materials and Prep
Benefits and Consequences Statements and KEY, p. 10 in Trainer’s Resource Materials, one set per pair on cardstock, cut apart
Benefits and Consequences Workmat, p. 11 in Trainer’s Resource Materials one mat per pair on cardstock
Benefits and Consequences Statements and KEY, p. 10 in Trainer’s Resource Materials, one copy per participant
Trainer’s Notes
Tell participants that the next activity will allow them to consider the benefits of having an efficient quality control system in place and the consequences that can occur without one.
Ask each person to find a partner at their table group.
Pass out the cardstock Benefits and Consequences Statements and Workmat to each pair.
Ask participants to decide if each statement is a benefit of an efficient quality control system or a consequence of an ineffective one.
Actively monitor to ensure the meaning of each statement is understood.
Give each participant a copy of the KEY to check their work and take with them as they leave the session.
Discuss any statements that may need clarification whole group.
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26. What is Quality Control? - Revisited
Module 8 Level 3
What is Quality Control? - Revisited
Stand up with your Outline and something to write with.
Find a partner from another table group.
Determine who is person A and person B.
Trainer’s Notes
Ask participants to read the question. Now that they have learned information about what quality control is and how it works, they are going to explain what it is to someone else.
Click to display the first two bullets and allow participants to do what is stated.
Click to display the last bullet.
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27. What is Quality Control? - Revisited
Module 8 Level 3
What is Quality Control? - Revisited
Person A should explain what quality control is to person B. Person B will jot down key points made by person A.
Reverse roles.
Together, write a final summary of what quality control is in your Outline, including key points from both speakers.
Trainer’s Notes
Click to display the first bullet and allow participants to complete the task.
Click to display the second bullet and allow participants to complete the task.
Click to display the last bullet. As participants are working on their summary, actively monitor to assist as needed.
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28. Module 8 Level 3
Final Thoughts…
The basic message that quality control should send to recruiters is that someone will check your work.
Trainer’s Notes
Ask participants to read the statement and think about it often as they continue in their role as an MEP recruiter.
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29. Level 3 Assessment Please complete the assessment independently.
Module 8 Level 3
Level 3 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 3 Assessment, p. 12 in Trainer’s Resource Materials, one copy per participant
Level 3 Assessment KEY, pp 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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