1. Trainer’s Resource Materials Managing Recruiter Responsibilities
Module 2 Level 2
The MEP Recruiter
Managing Recruiter Responsibilities
National ID&R Curriculum, Module 2 Level 2
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

2. Trainer’s Resource Materials
Module 2 Level 2
Materials
Module 2 Level 2 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its ®
Talking Points
This module is based on Chapter 2: The MEP Recruiter in the National ID&R Manual.
Use the Module 2 Level 2 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 2 Outline provides the most pertinent information from the slides.
When participants are asked to record responses to questions, they should refer to their Outline.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

3. Level 2: Goal and Objectives
Trainer’s Resource Materials
Module 2 Level 2
Level 2: Goal and Objectives
Goal
The participant will learn how to organize and manage the responsibilities of recruitment.
Objectives
Participants will be able to
understand the steps of time management in relation to the MEP and apply those steps to the recruiter’s roles and responsibilities; and
identify common data reports that provide information to assist in recruitment.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

4. Trainer’s Resource Materials
Module 2 Level 2
Level 2: Agenda
Time management
Plan
Prioritize
Recruiting caseload
Data reports
Assessment
One for Me, One for You
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

5. Trainer’s Resource Materials
Module 2 Level 2
Time Management
Plan
Prioritize
Materials
Time Management Plan – MEP Duties, p. 3 in Trainer’s Resource Materials, one copy per participant
Time Management Plan – MEP Duties, Sample Key, pp. 4–5 in Trainer’s Resource Materials, one copy per trainer
Trainer's Notes
Tell participants that when it comes to time management for MEP staff, it is important to PLAN and PRIORITIZE on a day-to-day basis.
Tell them they will be looking at the planning piece of time management first.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

6. Trainer’s Resource Materials
Module 2 Level 2
Time Management: Plan
Know how much time you have to devote to MEP duties each week
How much of your time is paid for with MEP funds?
How many hours a week should you be spending on MEP activities?
Trainer's Notes
Tell participants to refer to the Time Management: Plan – MEP Duties page.
Read first bullet on the slide to participants and tell them you want them to think about the next two questions in relation to this first statement. Have participants answer these questions in the appropriate space on the Time Management sheet in front of them.
Debrief whole group.
Click for second bullet, read together, and tell participants you need them to think of the question in relation to this aspect of planning.
Reference first table on the planning sheet where they should write down district personnel whom they may need to contact for information to meet their deadlines.
Activity continues on next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

7. Trainer’s Resource Materials
Module 2 Level 2
Time Management: Plan
Know what MEP duties need to be done during that time
Do you need to contact other district personnel to meet those deadlines?
Know how long each task will take
Trainer's Notes
Read the bullets. Reference the second table of the planning sheet. Remind participants that the duties they see here were some, but not all, of the duties discussed in Level 1 of this module. Ask them to go through each of the responsibilities and record how much time it might take to accomplish each task.
Ask participants to total the weekly task times against their total weekly time recorded earlier to see if the two numbers match.
Ask a few participants to respond. Encourage participants who have not responded thus far to do so. Accept all reasonable answers.
Tell participants they are now going to take a look at prioritizing tasks.
Discussion Points
Which tasks are the most time consuming?
What tasks might become more time consuming at different times of the year?
If tasks do become more time consuming, what are the implications for time planning?
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

8. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Prioritize tasks
Small to big or
Big to small
Trainer's Notes
Tell participants several things need to be considered when prioritizing tasks.
Begin by asking participants to talk with their table groups about whether they like to complete a smaller task before a larger task, or vice versa. Ask them to consider their skill sets, because a small task can seem big if they do not have the skill sets to complete the task in a timely manner.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

9. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Prioritize tasks
Deadlines
What’s coming up next?
What will come up after that?
Trainer's Note
Remind participants that there are always deadlines in MEP and that, as recruiters, they should be aware of the deadline they are working toward as well as the deadline that follows.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

10. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Independent work or
Coordinate with other people/staff
Ask someone else to complete a task for you
Trainer's Notes
Ask participants to table talk as you monitor, before sharing out with the whole group.
Ask participants to share and explain their responses. Accept all reasonable responses.
Discussion Points
Ask participants to consider whether a task is something they can do on their own or something that involves someone else’s schedule.
If the task is something that recruiters do not feel equipped to handle, would they ask someone else to step in and handle it for them?
ID&R is a team effort. When the recruiter has questions or needs assistance, there are other people who work in the MEP at the local, state, or federal levels who can assist. For example, local program staff may be able to provide leads on children who may be eligible for the MEP, a recruitment supervisor may help in planning recruitment strategies, and state staff may be able to assist in resolving eligibility questions.
In the MEP, recruiters are always dependent on parents’ schedules, school schedules, etc. How does that “dependence” play into their prioritizing?
Identifying schedules
Setting appointments
Going to employer locations when parents might have breaks or before or after work schedules
Going to schools when parents are likely to be there
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

11. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Each person will receive one (1) task sheet.
Each sheet will have three (3) tasks that need to be done within the day.
Your job is to prioritize the tasks according to how you would schedule them in your day and explain why you prioritized as you did.
(INDEPENDENT WORK)
Once you are done, share with your tablemates.
Materials
Time Management: Prioritize – Task Sheet, pp. 6–7 in Trainer’s Resource Materials
Each participant will have one page in front of them, either p. 6 or p. 7
Time Management: Prioritize – Task Sheet, Sample Key, pp. 8–9, one copy per trainer
Trainer's Notes
Explain the activity using bullets 1–3 from the slide.
Pass out the Time Management sheet so that each participant has a sheet.
Recommendation is that all participants at one table receive p. 6, while all participants at another table receive p. 7, to allow them to debrief as a table group.
Once all participants have filled out their Time Management sheet and discussed with their tablemates, click to allow them to read the next bullet for their next step.
Actively monitor discussions.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

12. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Stand up and find a person from another table that did not have the same Task Sheet as you did.
Share your tasks with each other, how you prioritized those tasks, and why you prioritized as you did.
Trainer's Notes
Tell participants they will compare their priorities with others.
Click to read bullets from slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

13. Time Management: Prioritize
Trainer’s Resource Materials
Module 2 Level 2
Time Management: Prioritize
Debrief
How did you prioritize and why?
Did you find that your table group prioritized in the same way?
If not, what did you think of how others prioritized?
Trainer's Notes
Once everyone is done, debrief the whole group by asking participants to share their information according to the bullets on the slide.
Share Sample Key responses where appropriate.
Remind participants that answers may vary according to the recruiter roles and the priority assigned to each role in their state or region. What’s important is that participants have gone through the process of thinking about what they need to juggle in the context of their own unique job descriptions and state and local requirements.
Refer to Outline (p. 2). Ask participants to identify their weakness—planning or prioritizing—in the space allowed. Once they have identified their weakness, have them write one or two things they can apply from this discussion to help them strengthen that weakness.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

14. Trainer’s Resource Materials
Module 2 Level 2
Time Management
What should happen if school district personnel ask the recruiter to spend MEP time on work that does not directly benefit the MEP?
Trainer's Notes
Tell participants that everyone recognizes MEP time is limited and MEP duties never end.
Click to introduce question.
Have participants read the question quietly to themselves.
Have a whole group discussion on ways to approach this situation.
Discussion Points
The recruiter should know his or her MEP funding percentage and the amount of time allocated each week for non-MEP duties.
The recruiter should talk to a supervisor.
Time documented in recruiter logs should accurately reflect the amount of time spent on MEP-related duties.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

15. Trainer’s Resource Materials
Module 2 Level 2
Recruiting Caseload
Refers to
families you have recruited;
families you still need to recruit;
number of students you have identified; and
student withdrawal dates.
Materials
Provide a copy of the recruiter responsibilities or record them on a poster or chart paper. At a minimum, the list should include the key recruiter responsibilities from Chapter 2 of the National ID&R Manual. You may also include additional responsibilities captured during Module 2 Level 1 activities.
Trainer's Notes
Reference the four bullets on the slide and tell participants this is what we are talking about when we refer to a recruiting caseload.
Refer participants to the key list of recruiter responsibilities in Chapter 2 or the National ID&R Manual (also covered in Module 2 Level 1).
As a whole group, have participants discuss which of the recruiter responsibilities on the list fit with recruiting caseload.
Discussion Points
Understanding eligibility requirements
Establishing and maintaining a recruitment network
Becoming familiar with locations where migratory families and youth live and work
Finding migratory children and their families and youth
Interviewing migratory families and youth
Making preliminary determinations on the eligibility of children and youth
Completing the Certificate of Eligibility (COE)
Collecting child eligibility and other basic program data
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

16. Trainer’s Resource Materials
Module 2 Level 2
Recruiting Caseload
In your Outline…
write down the data reports you use to help you manage your recruiting caseload.
Reviewing data reports helps you manage your time more efficiently because ______________.
Materials
Large chart paper divided into two columns: “Common Data Reports” and “Purpose”
Sample data reports from district/state for trainer to reference (either inserted in a PowerPoint slide or linked to from a state or local portal) in case reports are mentioned and participants are not familiar with what those reports look like.
Trainer's Notes
Refer participants to their Outline (p. 2). Ask them to write down the data reports they use to help keep track of their caseloads, along with the purpose of the reports.
When ready, ask them to share out the name of a report and its purpose so you can write it on the chart paper.
Show participants the sample reports that are mentioned as they are referenced. Discuss their uses in terms of managing a recruiter’s caseload.
Examples of some reports include Child Counts, ED Data Express, MSIX, COEs, state and local websites related to agriculture workers and fishers job sites, online charts that reflect seasonal migrant patterns, state-specific data sites (include data site for your state)
Ask participants to record any reports they did not have listed on their Outline (p. 2).
Refer participants to Appendix XIII: Records Exchange in the National ID&R Manual for more information about potential databases.
Allow for discussion and clarification as needed.
Click for the final sentence and direct them to their Outline (p. 3) to finish the thought. Take a minute to allow participants to complete it before asking them to share out.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

17. Trainer’s Resource Materials
Module 2 Level 2
Level 2: Assessment
Please complete the assessment independently.
When all participants are done,
discuss answers with a partner; and
revise answers if needed.
We will review as a whole group, and you will grade your own.
Materials
Level 2 Assessment, p. 10 in Trainer’s Resource Materials, one copy per participant
Level 2 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.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0

18. Trainer’s Resource Materials
Module 2 Level 2
One for Me, One for You
Please respond to at least one sentence starter in your Module 2 Level 2 Outline.
Write one of your statements on a Post-it®, and leave it on the door as you exit. No names are necessary.
Materials
Index cards
Trainer's Notes
Tell participants to think back to all they learned during this session—they can use their notes to refresh their memories—and respond to at least one of the sentence starters in their Module 2 Level 2 Outline (p. 3).
Sentence Starters:
I learned…
I still want to know…
I would like to have more training on…
Participants will record their responses on an index card and leave it with you so you can assess how they felt about today’s training and modify any subsequent trainings as needed.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0