1. Trainer’s Resource Materials Ethics
Module 2 Level 3
The MEP Recruiter
Ethics
National ID&R Curriculum, Module 2 Level 3
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2. Trainer’s Resource Materials
Module 2 Level 3
Module 2 Level 3 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Talking Points
This module is based on Appendix VII: Sample Recruiter Ethics Guidelines of the National ID&R Manual.
Use the Module 2 Level 3 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 2 Level 3 Outline provides the most pertinent information from the slides.
When participants are asked to record responses to questions, they should refer to their Outline.
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3. Trainer’s Resource Materials
Level 3: Goal
Module 2 Level 3
The participant will understand ethics and the role it plays in the Recruiter Standards of Conduct for the MEP.
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4. Trainer’s Resource Materials
Level 3: Objectives
Module 2 Level 3
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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5. Trainer’s Resource Materials
Level 3: Agenda
Module 2 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
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6. Trainer’s Resource Materials
Two Truths and a Lie
Module 2 Level 3
Partner 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.
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
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 a Lie worksheet.
Actively monitor the discussions as partners work to identify the false statement.
Once it seems that all have finished, debrief on the next slide.
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7. Trainer’s Resource Materials
Two Truths and a Lie
Module 2 Level 3
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
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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8. Trainer’s Resource Materials
Ethics is…
Module 2 Level 3
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.
Talking Points
Point out that behavior that follows the definition of ethics is ethical behavior.
Note that ethical behavior is expected at all levels of the MEP: in working with families, colleagues and supervisors.
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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9. MEP Recruiter Standards of Conduct
Trainer’s Resource Materials
MEP Recruiter Standards of Conduct
Module 2 Level 3
There are four Standards of Conduct according to the National ID&R Manual, Appendix VII.
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.
Trainer’s Notes
Let participants know they can refer to the National ID&R Manual, Appendix VII: Sample Recruiter Ethics Guidelines for additional detail on the MEP Standards of Ethics and Standards of Conduct.
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10. MEP Recruiter Standards of Conduct
Trainer’s Resource Materials
MEP Recruiter Standards of Conduct
Module 2 Level 3
Know the eligibility rules.
The recruiter
should study and prepare to make proper eligibility determinations; and
is expected to have up-to-date knowledge of the rules of eligibility established at both the federal and state levels.
Trainer's Notes
Ask participants to have their Outline (p. 1) 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 (p. 1).
When all are done, bring participants back together the whole group and ask them to share and discuss their ideas.
Once sharing is complete, click to display the bullets.
Discuss any point that was not mentioned by participants, and ask that they record it in their Outline (p. 1).
Validate any additional responses that make sense.
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11. MEP Recruiter Standards of Conduct
Trainer’s Resource Materials
MEP Recruiter Standards of Conduct
Module 2 Level 3
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; and
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.
Talking 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; omitting or making up information to help a family is fraud.
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12. MEP Recruiter Standards of Conduct
Trainer’s Resource Materials
MEP Recruiter Standards of Conduct
Module 2 Level 3
Be honest.
The recruiter
gathers information;
provides clear documentation on the COE;
helps make eligibility determinations; and
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.
Talking 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 migratory children will continue to receive educational services.
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13. MEP Recruiter Standards of Conduct
Trainer’s Resource Materials
MEP Recruiter Standards of Conduct
Module 2 Level 3
Report fraud.
The recruiter
protects the reputation and integrity of the MEP by reporting fraud that he or she observes; and
is responsible for reporting if he or she is 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.
Talking Points
Not reporting fraud may deprive eligible migratory 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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14. Reporting Fraud, Falsification, or Misconduct
Trainer’s Resource Materials
Reporting Fraud, Falsification, or Misconduct
Module 2 Level 3
If a recruiter has been asked to do something he or she believes is inappropriate, the recruiter should
make it clear that he or she is not comfortable with what is being asked; and
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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15. Reporting Fraud, Falsification, or Misconduct
Trainer’s Resource Materials
Reporting Fraud, Falsification, or Misconduct
Module 2 Level 3
If a recruiter has been asked to do something he or she believes is inappropriate, the recruiter should
ask others who witnessed what happened to write down what they observed; and
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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16. Reporting Fraud, Falsification, or Misconduct
Trainer’s Resource Materials
Reporting Fraud, Falsification, or Misconduct
Module 2 Level 3
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.
Contact information is available at
tml#contact
Trainer’s Notes
Please check link for accuracy and update if needed before sharing with participants, as pages are occasionally changed. Contact your MEP State Director for most current federal contact information.
Refer participants to Appendix VII: Ethics in the National ID&R Manual for additional information on reporting fraud, waste or abuse involving ED’s funds. The Office of the Inspector General has four methods for making confidential complaints.
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17. Ethical Issues and Solutions
Trainer’s Resource Materials
Ethical Issues and Solutions
Module 2 Level 3
Use what we know about
ethics;
MEP Recruiter Standards of Conduct; and
reporting fraud
to look at possible ethical situations that could arise on the job and determine the action that should be taken.
Materials
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 in Trainer’s Resource Materials
Large chart paper
Markers for participants
Post each scenario and three questions around the room along with one large chart paper and markers.
Trainer’s Note
Read slide.
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18. Ethical Issues and Solutions
Trainer’s Resource Materials
Ethical Issues and Solutions
Module 2 Level 3
Make three groups by numbering off 1–3.
Report to your appropriate case study.
Read the case study as a group.
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.
When groups are done, click to the next slide.
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19. Ethical Issues and Solutions
Trainer’s Resource Materials
Ethical Issues and Solutions
Module 2 Level 3
Move (clockwise) to the next case study.
Read the case study.
Read the answers written by the 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.
When groups are done, move participants on to the third case study. Do not click to next slide until groups have visited all three case studies.
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20. Ethical Issues and Solutions
Trainer’s Resource Materials
Ethical Issues and Solutions
Module 2 Level 3
Move back to your original case study.
Read and discuss the comments added by your colleagues.
Trainer's Notes
Ask participants to follow the directions on the slide.
When all groups are done, call them back to debrief as an entire group.
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21. Ethical Issues and Solutions: Debrief
Trainer’s Resource Materials
Ethical Issues and Solutions: Debrief
Module 2 Level 3
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 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 the debrief is complete, ask participants return to their tables.
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22. Trainer’s Resource Materials
What I Learned
Module 2 Level 3
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 section in their Outline (p. 3) entitled “What I Learned … “
Draw participants’ attention to the four topics discussed in this module (on 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 orally.
Now ask them to write down one thing they will do differently as a result of the training today.
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23. Trainer’s Resource Materials
Level 3: Assessment
Module 2 Level 3
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 3 Assessment, p. 11 in Trainer’s Resource Materials, one copy per participant
Level 3 Assessment Key, p. 12 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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