1. Trainer’s Resource Materials Quality Control
Module 8 Level 3
The COE Process
Quality Control
National ID&R Curriculum, Module 8 Level 3
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2. Trainer’s Resource Materials
Module 8 Level 3
Module 8 Level 3 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Trainer’s Notes
Refer participants to the National ID&R Manual, Chapter 11: Quality Control in the ID&R System for a comprehensive review of MEP quality control recommendations to ensure properly and timely eligibility determinations.
Talking Points
The National ID&R Manual, Chapter 11: Quality Control in the ID&R System
Use the Module 8 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 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 8 Level 3
The participant will know how to implement quality control activities.
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4. Trainer’s Resource Materials
Level 3: Objectives
Module 8 Level 3
Participants will be able to
explain what quality control means within the ID&R system;
identify the components of an effective quality control system; and
explain the benefits of an effective quality control system and the consequences of an ineffective system.
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5. Trainer’s Resource Materials
Level 3: Agenda
Module 8 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?
Trainer’s Resource Materials
What is Quality Control?
Module 8 Level 3
Trainer’s Notes
Click to the next slide.
Talking Points
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
Trainer’s Resource Materials
MEP Quality Control Goals
Module 8 Level 3
To develop efficient and cost-effective strategies for identifying all eligible migratory children.
To make proper and timely MEP eligibility determinations confirmed via routine checks and balances.
Trainer’s Notes
Tell participants 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 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.
Click to the next slide.
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8. Jigsaw: Quality Control in the ID&R System
Trainer’s Resource Materials
Jigsaw: Quality Control in the ID&R System
Module 8 Level 3
Number off 1–4.
Stand with your Outline and a pen.
Form groups based on number.
Read your assigned passage.
Discuss the questions in your Outline for your passage as a group. Record your answers.
Materials
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
Click to display the first direction on the slide. Then, click to display the next. Continue until all steps have been completed.
Pass out the readings by giving Reading #1 to Group 1, Reading #2 to Group 2, etc.
Click to next slide for more directions for the activity.
Talking Points
To enable you to reach the quality control goals for the MEP, you 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:
Basic Principles
Federal and State Requirements
Quality Control of MEP Processes
Quality Control of MEP Products
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9. Jigsaw: Quality Control in the ID&R System
Trainer’s Resource Materials
Jigsaw: Quality Control in the ID&R System
Module 8 Level 3
Basic Principles
Federal and State Requirements
Quality Control of MEP Processes
Quality Control of MEP Products
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.
Ensure that all questions are answered based on the information in the readings and that individual group members are all prepared to discuss and share.
When groups have finished, click to the next slide.
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10. Debrief: Quality Control in the ID&R System
Trainer’s Resource Materials
Debrief: Quality Control in the ID&R System
Module 8 Level 3
Form a group of 4 (One member from each reading group)
Discuss each of the readings and share the responses to the questions.
Record the responses to all of the readings.
Trainer’s Notes
Review the directions of the debriefing process.
As participants are working with their groups, actively monitor them to ensure they are discussing and understanding the readings and questions.
Click to the next slide.
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11. Debrief: Quality Control in the ID&R System
Trainer’s Resource Materials
Debrief: Quality Control in the ID&R System
Module 8 Level 3
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 the responses they would like to remember, allow volunteers to share with the group.
Click to the next slide.
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12. Components of an Effective Quality Control System
Trainer’s Resource Materials
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters
Trainer’s Notes
Click to the next slide.
Talking Points
The National ID&R Curriculum has identified several components that can assist each MEP with developing its 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 migratory children.
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13. Support for Recruiters
Trainer’s Resource Materials
Support for Recruiters
Module 8 Level 3
What type of recruiter support is needed in my district?
Currently in place in terms of training, supervision, and evaluation
Would like to see happen
Next steps
Materials
What Type of Recruiter Support Is Needed in My District?, pp. 9–10 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.
You should actively monitor groups during the 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.” The participants will provide a good indication of guidance and support needed in future trainings.
Click to the next slide.
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14. Components of an Effective Quality Control System
Trainer’s Resource Materials
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.
You should ensure that accurate information is given out at this time regarding who else may be reviewing the 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.
Click to the next slide.
Discussion Points
When a COE is first picked up, it should be reviewed by the
recruiter;
eligibility reviewer; and
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.
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15. Trainer’s Resource Materials
Reviewing COEs
Module 8 Level 3
Why must there be a process for reviewing COEs after they have been entered in the state migratory student database?
Trainer’s Notes
Ask participants to read the question displayed on the slide and discuss with their table groups why it might be necessary to have a process in place for reviewing COEs at this stage.
Click to the next slide.
Talking Point
In a perfect world all completed and entered COEs would be reviewed thoroughly by a highly trained recruiter, reviewer, and data entry specialist. Every error would be caught and no question regarding eligibility would be left unanswered.
Discussion Points
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. MEP 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, for example, a reviewer checklist or 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. Trainer’s Resource Materials
Reviewing COEs
Module 8 Level 3
What might this process look like?
Brainstorm ideas.
Record on chart paper.
Be prepared to share.
Materials
Chart paper, one sheet per group; number of groups will vary, see explanation in Trainer’s Notes below
Markers, per group
Trainer’s Notes
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 from a large MEP team together.
Audience size: If one of the above groups has over 10 participants, make two sub-groups.
Click to show directions for the task. Then click to next slide to give the groups items to consider.
Talking Points
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.
You, as recruiters, might not be the people who decide what this review process will be or if there will even be a formal review process. However, you can make recommendations to your team regarding how to ensure the children you have identified in your state migratory student database really do qualify for the program and that your COEs are error-free.
Many supervisors would welcome an organized process for quality control that will help alleviate potential errors and misidentification.
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17. Trainer’s Resource Materials
Reviewing COEs
Module 8 Level 3
Considerations
Who
When
What
How
Trainer’s Notes
Tell participants they should 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 and they should take notes in their Outline.
Have groups begin creating their process on chart paper once all considerations have been explained. Actively monitor groups and assist as needed.
Let participants know their process needs to be written so others can read and make sense of it.
Click to the next slide.
Talking Points
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 in 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 enrollment 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?
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18. Debrief: Reviewing COEs
Trainer’s Resource Materials
Debrief: Reviewing COEs
Module 8 Level 3
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
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 groups to ensure they visit all chart papers. Facilitate conversations as needed.
When all groups are done, ask participants to return to their seats.
Click to the next slide.
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19. Debrief: Reviewing COEs
Trainer’s Resource Materials
Debrief: Reviewing COEs
Module 8 Level 3
What is the most valuable information you learned?
Trainer’s Notes
Have participants read the question on the slide and respond in their Outline (p. 6).
Allow volunteers to share responses with the group.
Click to the next slide.
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20. Components of an Effective Quality Control System
Trainer’s Resource Materials
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters in terms of training, supervising and evaluation
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.
As an option, include slides on information regarding the re-interviewing timeline and process for the state or region.
As an option, modify the Outline to allow participants to take notes specific to the state or region. Space has been provided in the Outline.
Click to the next slide.
Talking Point
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.
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21. Components of an Effective Quality Control System
Trainer’s Resource Materials
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters in terms of training, supervising and evaluation
Reviewing COEs
Re-interviewing families
Recordkeeping
Trainer’s Notes
Tell participants they are now on the final component of an effective quality control system: recordkeeping.
Click to the next slide.
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22. Trainer’s Resource Materials
Recordkeeping
Module 8 Level 3
MEP requires a high degree of accountability and recordkeeping.
Records should be maintained as paper or electronic files.
Records should be readily available.
Trainer’s Notes
Review the three bullets on the slide with participants and elaborate with the points below.
Click to the next slide.
Talking Points
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
Trainer’s Resource Materials
Recordkeeping: Required Practices
Module 8 Level 3
What records do we need to keep?
Where should records be kept?
How long should we keep records?
Trainer’s Notes
Ask participants to turn to the section on recordkeeping in their Outline (p. 7). They will notice a chart with three questions to address regarding recordkeeping in their local MEPs.
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.
Ask participants to take notes regarding the required practices.
Click to the next slide.
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24. Components of an Effective Quality Control System
Trainer’s Resource Materials
Module 8 Level 3
Components of an Effective Quality Control System
Support for recruiters in terms of training, supervising, and evaluation
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
Tell participants they 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 (p. 7).
Click to the next slide.
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25. Benefits and Consequences
Trainer’s Resource Materials
Benefits and Consequences
Module 8 Level 3
Materials
Benefits and Consequences Statements and Key, p. 12 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. 12 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 participants to find a partner at their table groups.
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 groups 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 as a whole group.
Click to the next slide.
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26. What is Quality Control?: Revisited
Trainer’s Resource Materials
What is Quality Control?: Revisited
Module 8 Level 3
Stand up with your Outline and a pen.
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 what quality control is and how it works, they are going to explain it to someone else.
Click to display the first two bullets and allow participants to do what is stated.
Click to display the last bullet.
Click to the next slide.
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27. What is Quality Control?: Revisited
Trainer’s Resource Materials
What is Quality Control?: Revisited
Module 8 Level 3
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 (p. 6), 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 work on their summaries, actively monitor them to assist as needed.
Click to the next slide.
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28. Trainer’s Resource Materials
Final Thought
Module 8 Level 3
Everyone has a critical role in quality control.
Trainer’s Notes
Ask participants to read the statement and think about it often as they continue in their role as an MEP recruiter.
Click to the next slide.
Talking Points
Quality control and monitoring are tools that will keep an ID&R system in good working order. The administrator responsible for ID&R, either at the state or local level, will make decisions about how much time and effort to invest in the task. Those who ignore or minimize their efforts do so at their own risk and at the program’s peril. SEAs must have a well-defined quality control process that trains recruiters, examines the validity of COEs, and re-interviews families to test underlying eligibility determinations. Having rigorous and effective quality control procedures will protect the integrity of the program and ensure that only eligible migratory children benefit from the MEP.
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29. Trainer’s Resource Materials
Final Thoughts
Module 8 Level 3
TO REPORT FRAUD:
Call the OIG Hotline’s toll free number MIS-USED.
Send an message to
Complete and submit an electronic complaint form: o.html
Mail the complaint form to Inspector General's Hotline
Office of Inspector General
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C
Trainer’s Note
Click to the next slide.
Talking Point
As discussed in Module 7, falsification of information is considered fraud and is a crime. If you witness intentional falsification you must report it. Here are four ways to report fraud.
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30. Trainer’s Resource Materials
Level 3: Assessment
Module 8 Level 3
Please complete the assessment independently.
When all participants are finished, 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, pp. 13–14 in Trainer’s Resource Materials, one copy per participant
Level 3: Assessment Key, pp. 15–16 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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