1. Total time to complete module
Module 2 Level 3
The MEP Recruiter
Ethics
Agenda
Activity
Slide(s)
Time
Two Truths and a Lie
5-6
15 minutes
Ethics 7
5 minutes
MEP Recruiter Standards of Conduct
8-12
45 minutes
Reporting Fraud, Falsification or Misconduct
13-14
10 minutes
Ethical Issues and Solutions Activity
15-18
What I Learned … 19
Assessment 20
30 minutes
Total time to complete module
2 hours, 45 minutes
Module 2 Level 3
This level is based on Appendix VII: Sample Recruiter Ethics Guidelines, of the Migrant Education Program Identification and Recruitment Manual.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 1

2. Materials Module 2 Level 3 Outline Handouts, as needed Pen or pencil
Highlighters
Post-its
Trainer ‘s Notes:
Refer participants to the Module 2 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 in the column on the right.
Tell participants that they will not receive a PowerPoint for the presentation since the Module 2 Level 3 Outline provides the most pertinent information from the slides.
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3. Level 3: Ethics Goal Objectives
Module 2 Level 3
Level 3: Ethics
Goal
The recruiter will understand ethics and the role it plays in the Recruiter Standards of Conduct for the MEP.
Objectives
Participants will be able to
define ethics;
explain the importance of maintaining high ethical standards;
identify the Recruiter Standards of Conduct for the MEP; and
apply the standards of conduct in making child eligibility determinations.
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4. Agenda: Level 3 Two Truths and a Lie Ethics Definition
Module 2 Level 3
Agenda: Level 3
Two Truths and a Lie
Ethics Definition
MEP Recruiter Standards of Conduct
Reporting Fraud, Falsification or Misconduct
Ethical Issues and Solutions Activity
What I Learned …
Assessment
National ID&R Curriculum, Funded by the U.S. Department of Education, V 2.0 4

5. Module 2 Level 3
Two Truths and a Lie
Partner up with someone not sitting at your table.
You and your partner will receive a piece of paper with two sets of statements about the MEP.
Please read through each set of statements.
Each set will have two true statements and one false statement.
You and your partner must identify the false statement.
Materials and Prep:
Two Truths and a Lie, p. 3 in Trainer’s Resource Materials, one copy per pair
Trainer ‘s Notes:
Once participants have paired up, provide them with the Two Truths and Lie worksheet.
Actively monitor the discussions as partners work to identify the false statement.
Once it seems that all have finished, debrief on next slide.
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6. Two Truths and a Lie Check your answer choices against the answer key.
Module 2 Level 3
Two Truths and a Lie
Check your answer choices against the answer key.
Materials and Prep:
Two Truths and a Lie - KEY, p.4 in Trainer’s Resource Materials, one copy per participant
Trainer ‘s Notes:
Pass out answer key to participants before you begin the debrief.
Once they have checked their responses, bring them back together for a whole group debrief.
Discussion points to cover:
Even though a family is in need, knowingly falsifying information to help them qualify for the program is fraud.
Recruiters need to make sure they are current on all program requirements.
An act of omission is still fraud. If a recruiter knows of circumstances that would disqualify a family or knows of unethical behavior by a co-worker and does not report it, the recruiter is also guilty of fraud.
Tell recruiters you will spend some time today understanding ethics/ethical behavior and how that definition guides the recruiter’s standards of conduct.
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7. Module 2 Level 3
Ethics is …
A discipline dealing with what is good and bad, and with moral duty and obligation.
The principles of conduct governing an individual or a group.
A guiding philosophy.
A consciousness of moral importance.
Trainer ‘s Notes:
Show this slide and ask participants to read each bullet silently to themselves.
Point out that behavior that follows the definition of ethics is ethical behavior.
And ethical behavior is expected at all levels of the MEP: in working with families, colleagues and supervisors.
Also tell participants that ethics guides the MEP Recruiter Standards of Conduct that you will be exploring in the next couple of slides.
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8. MEP Recruiter Standards of Conduct
Module 2 Level 3
MEP Recruiter Standards of Conduct
There are four Standards of Conduct according to the National ID&R Manual.
We’re going to look at each standard individually on the next four slides.
As each standard is shown, talk to your tablemates about what you do to meet each of those standards.
Write down your thoughts on your Outline.
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9. MEP Recruiter Standards of Conduct
Module 2 Level 3
MEP Recruiter Standards of Conduct
1. Know the eligibility rules.
The recruiter…
should study and prepare to make proper eligibility determinations.
is expected to have up-to-date knowledge of the rules of eligibility established at both the federal and state levels.
Trainer ‘s Notes:
Make sure participants have their Outlines ready
Read the first Standard of Conduct together.
Remind participants that they are talking as a table to decide what they do in their role as a recruiter to meet this standard of conduct.
Actively monitor the table groups. Remind participants to record their thoughts in their Outline.
When it seems that all are done, bring them back together whole group and ask them to share what they came up with and discuss.
Once all who have shared are done click to bring in the bullets.
Hopefully, participants identified these bullets on their own. If they didn’t, discuss the importance of each and have them include them in their outline.
Validate any additional responses that make sense.
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10. MEP Recruiter Standards of Conduct
Module 2 Level 3
MEP Recruiter Standards of Conduct
2. Be objective The recruiter …
is expected to put aside personal beliefs. and biases in determining eligibility.
is expected to base all decisions on objective facts.
should not consider gender, race, religion or age in determining eligibility.
should not consider whether a particular child “deserves” assistance.
Trainer ‘s Notes:
Remind participants that they are talking as a table to decide what they do in their role as a recruiter to meet this standard of conduct.
Follow instructions from previous slide to work through next three Standards of Conduct.
Discussion points:
The car a family drives should not determine eligibility.
It is sometimes difficult to tell a family who is in need that they do not qualify for the MEP, but the facts of the move speak for themselves. Omitting or making up information to help a family is fraud.
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11. MEP Recruiter Standards of Conduct
Module 2 Level 3
MEP Recruiter Standards of Conduct
3. Be honest The recruiter …
gathers information.
provides clear documentation on the COE.
helps make eligibility determinations.
does not exaggerate, falsify or omit information.
Trainer ‘s Notes:
Remind participants that they are talking as a table to decide what they do in their role as a recruiter to meet this standard of conduct.
Follow instructions from slide 9 to work through this Standard of Conduct.
Discussion points:
Documentation on the COE includes any comments necessary to support eligibility
By doing all of the items mentioned on the slide, the recruiter keeps the integrity of the MEP intact, so that eligible migrant children will continue to receive educational services.
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12. MEP Recruiter Standards of Conduct
Module 2 Level 3
MEP Recruiter Standards of Conduct
4. Report fraud The recruiter …
protects the reputation and integrity of the MEP by reporting fraud that they observe.
is responsible for reporting if they are being pressured to enroll a child who doesn’t appear to be eligible.
Trainer ‘s Notes:
Remind participants that they are talking as a table to decide what they do in their role as a recruiter to meet this standard of conduct.
Follow instructions from slide 9 to work through this Standard of Conduct.
Discussion points:
Not reporting fraud may deprive eligible migrant children of needed services, is against the law and could result in criminal prosecution.
When there is fraud, intentional falsification or misconduct in ID&R, the public at large, who pay taxes in the belief that federal funds are being spent as authorized by Congress, is being deceived, as is the federal government, which awards state funding on the assumption that state child counts are accurate.
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13. Reporting Fraud, Falsification or Misconduct
Module 2 Level 3
Reporting Fraud, Falsification or Misconduct
If a recruiter has been asked to do something he believes is inappropriate, the recruiter should:
make it clear that he is not comfortable with what is being asked.
write down what happened with as much detail as possible.
Trainer ‘s Notes:
Tell participants that the standards of conduct should guide their behavior when being asked to do something that is inappropriate.
This information is also referenced in Module 7 Level 2.
Discuss the points on the slide.
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14. Reporting Fraud, Falsification or Misconduct
Module 2 Level 3
Reporting Fraud, Falsification or Misconduct
If a recruiter has been asked to do something he believes is inappropriate, the recruiter should:
ask others who witnessed what happened to write down what they observed.
report what happened to the appropriate person.
Trainer ‘s Notes:
Tell participants that the standards of conduct should guide their behavior when being asked to do something that is inappropriate.
This information is also referenced in Module 7 Level 2.
Discuss the points on the slide.
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15. Reporting Fraud, Falsification or Misconduct
Module 2 Level 3
Reporting Fraud, Falsification or Misconduct
If the state MEP does not take the recruiter’s concern seriously, the recruiter should report the problem to the federal Office of Migrant Education.
Current contact information is available at
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16. Ethical Issues and Solutions
Module 2 Level 3
Ethical Issues and Solutions
Use what we know about …
Ethics
MEP Recruiter Standards of Conduct
Reporting fraud
…to look at possible ethical situations that could arise on the job and determine the action that should be taken.
Materials and Prep:
Ethical Issues and Solutions: Case Studies 1-3, pp. 5-7 in Trainer’s Resource Materials
Ethical Issues and Solutions: Case Studies 1-3 KEY, p. 8-9 in Trainer’s Resource Materials
Large chart paper
Markers for participants
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17. Ethical Issues and Solutions
Module 2 Level 3
Ethical Issues and Solutions
Case Study 1, 2 and 3 are posted around the room.
Make three groups by numbering off 1-3.
Report to your appropriate Case Study.
As a group, read the Case Study.
Respond to the three questions on the chart paper.
Trainer ‘s Notes:
Read the directions from the slide.
Once the groups are at their appropriate case study, actively monitor to clarify directions, questions, etc.
Once it looks like all groups, are done, move on to the next slide.
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18. Ethical Issues and Solutions
Module 2 Level 3
Ethical Issues and Solutions
Move (clockwise) to the next Case Study.
Read the Case Study.
Read the answers written by previous group.
Draw a check next to each response you agree with.
Add your own responses, if different from what is already there.
Trainer ‘s Notes:
Once the groups are at their appropriate case study, actively monitor to clarify directions, questions, etc.
Once it looks like all groups, are done, move participants onto the 3rd case study. Do not move onto next slide until groups have visited all three (3) case studies.
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19. Ethical Issues and Solutions
Module 2 Level 3
Ethical Issues and Solutions
Move back to your original case study.
Read the comments added by your colleagues.
We will debrief whole group in a few minutes.
Trainer ‘s Notes:
Ask participants to follow the directions on the slide.
Once it looks like all groups, are done, call them back to debrief whole group.
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20. Ethical Issues and Solutions
Module 2 Level 3
Ethical Issues and Solutions
Debrief by responding to the following questions:
How did you feel about the ethical situation you were presented with?
Did you feel like your group came up with some viable solutions?
Were there any solutions added to your case study by other groups that you had not thought of?
Did you agree with your colleagues’ solutions?
Trainer ‘s Notes:
Facilitate discussion of debrief questions on the slide.
Once debrief is complete, have participants return to their desks.
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21. What I Learned … In your Outline Ethics definition
Module 2 Level 3
What I Learned …
In your Outline
Ethics definition
MEP Recruiter Standards of Conduct
Reporting Fraud, Falsification or Misconduct
Ethical issues and solutions
Trainer ‘s Notes:
Ask participants to look for the piece in their Outline that is entitled “What I Learned … “
Tell them you have listed the four topics you have studied about in today’s session on the Outline and in the slide.
Have them talk to their tablemates about what they have learned in each of the four areas listed.
Ask them to write down in their Outline one thing they have learned in each of those four topics.
Ask participants to share out orally.
Now ask them to write down one thing they will do differently as a result of the training today.
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22. Level 3 Assessment Please complete the assessment independently.
Module 2 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. 10 in Trainer’s Resource Materials, one copy per participant
Level 3 Assessment KEY, p. 11 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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