1. Developing Actions Plans
Trainer’s Resource Materials
Module 5 Level 1
Developing Actions Plans
Individual Identification and Recruitment Action Plan
National ID&R Curriculum, Module 5 Level 1
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

2. Trainer’s Resource Materials
Module 5 Level 1
Module 5 Level 1 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Talking Points
This module is based on the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families.
Use the Module 5 Level 1 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.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 2

3. Trainer’s Resource Materials
Level 1: Goal
Module 5 Level 1
The participant will know how to develop an individual lD&R action plan for finding eligible migratory children, youth, and their families.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

4. Trainer’s Resource Materials
Level 1: Objectives
Module 5 Level 1
Participants will be able to
explain why it is important to develop an individual action plan to find migratory families and youth;
identify the elements of an individual action plan; and
develop an individual action plan for finding migratory families and youth.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

5. Trainer’s Resource Materials
Level 1: Agenda
Module 5 Level 1
Action Plans
Definition and Elements
Objectives
Types of Action Plans in the MEP
Individual ID&R Action Plan
Thumbs Up/Thumbs Down
Assessment
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

6. Action Plan: Definition and Elements
Trainer’s Resource Materials
Action Plan: Definition and Elements
Module 5 Level 1
An action plan is a written plan that an individual, or organization, develops to guide and focus efforts to reach a desired goal.
Every action plan should have the following:
A goal—what you want to accomplish.
Objectives—the steps you must take to reach your goal.
Trainer’s Notes
Read the action plan definition written on the slide.
Ask participants to share with each other what experiences they have had with action plans.
Actively monitor the table groups for the following situations:
Little to no experience with action plans so not much discussion. In this situation, bring the groups back to a full group and tell them today’s activities will help them become more comfortable with what an action plan is.
Experience is limited to MEP-related action plans. In this situation, when you bring the groups back to a full-group discussion ask participants to share out their experiences.
Click to display the second set of bullets.
Read the bullets to participants and ask them to write down the definition of a goal and objectives in their Outline (p. 2) so they can refer to it later.
Talking Points
It is important to understand what an action plan is and the elements that make up an action plan before understanding how it fits into the MEP.
Regardless of your previous experience with action plans, today’s training will build your knowledge and you will leave with a draft individual ID&R Action Plan.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

7. Action Plan: Objectives
Trainer’s Resource Materials
Action Plan: Objectives
Module 5 Level 1
Specific
Objectives need to be clear and detailed.
Realistic
The person must believe it is possible to achieve.
Trainer’s Notes
Click to display bullets. Discuss each point as it appears, and allow for clarification as necessary.
Click to the next slide.
Talking Points
While a goal may be easily written because we usually have an idea what we want to accomplish, objectives are sometimes a little harder to identify.
Keep in mind the definition of objectives you just wrote down in your Outline. Keep in mind four parameters when writing objectives: Specific, Realistic, Time-specific, and Measurable.
Discussion Points
Specific: details of what the recruiter will do (i.e., setting the number of monthly visits to farms or fisheries where migratory workers may be employed, conducting a certain number of employer surveys within the next year, setting a number of days to recruit at a processing plant during the beginning of seasonal employment).
Realistic: make sure the objective is something that is possible given available resources and time. Listing resources available for each objective, including informational resources, and collaborators may help you think about the time required.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

8. Action Plan: Objectives
Trainer’s Resource Materials
Action Plan: Objectives
Module 5 Level 1
Time-specific
Deadlines for achieving each stage should be set. These should be in the foreseeable future and small enough to handle but large enough to show results.
Measurable
Results need to be measurable.
Outcomes must be what the person really wants.
Trainer’s Notes
Click to display each set of bullets. Discuss each point as it appears, allow for clarification as necessary.
Discussion Points
Time-specific: an action plan is a great way to map out your yearly activities, giving you a big picture of what needs to be done and when it needs to be done. If you plan to conduct employer surveys with at least six new growers in the recruitment area over the next year, it may be helpful to add interim activities to your calendar to make the task manageable and keep you on track.
Measurable: If you set an objective to visit five agricultural employers every month, a working contact list of those employers and increased communication (documented in activity logs or phone logs) can be the evidence of success.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

9. Goal of an ID&R Action Plan
Trainer’s Resource Materials
Goal of an ID&R Action Plan
Module 5 Level 1
The goal of an ID&R action plan is to become more efficient at finding all eligible migratory children.
Materials
Flip chart paper
Trainer’s Resource Materials
National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families
Trainer’s Notes
As a whole group, ask participants to brainstorm the reasons they think it is important to have an ID&R action plan in place.
Chart responses on chart paper. Tell participants they should record the reasons in their Outline (p.2).
Discussion Points
The process of creating an ID&R action plan forces the recruiter to think about what should be accomplished, establish recruitment objectives, decide the best way to attain these objectives, and develop specific action steps and timelines for their completion.
An ID&R action plan encourages the recruiter to be efficient and use time wisely.
ID&R action plans keep the recruiter focused and on task. Recruiters will face many different situations in the field and on the job; an action plan focuses the recruiter on a specific set of tasks.
The completed ID&R action plan can serve as the basis for evaluating the recruiter’s efforts and for continually adjusting and improving the recruiter’s strategies for finding migratory children.
If the recruiter leaves the job (e.g., retires, moves), the new recruiter has a clear blueprint of how to recruit in the local area.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

10. Types of Action Plans in the MEP
Trainer’s Resource Materials
Types of Action Plans in the MEP
Module 5 Level 1
State
Local
Individual
Trainer’s Notes
Now that participants understand an action plan and its elements, introduce this slide by telling them there are three types of MEP action plans: state, local, and individual.
Refer participants to their Outline (p. 3) and have them quickly review the three types of MEP action plans listed.
Ask participants to identify some of the key differences between the three plans.
Listen to comments from participants and acknowledge reasonable responses. If participants have trouble identifying key features of the plans, particularly the individual plan, help by rephrasing for accuracy and clarity.
Discussion Points
State – is the big picture for the State; includes overall direction for all recruiters across the state.
Local – should align with goals of the state plan; smaller states may use the state plan, rather than developing local plans.
Individual – should align to local and state goals and objectives; specific to own work; should result in a “to do” list with timeline.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

11. Types of Action Plans in the MEP
Trainer’s Resource Materials
Types of Action Plans in the MEP
Module 5 Level 1
Partner with someone at another table.
Each pair will have one set of cards and a workmat.
With your partner, decide if the description you read on the card would be included in the
State,
local; or
individual action plan.
Materials
Types of MEP Action Plans – Workmat , p. 4 in Trainer’s Resource Materials, one copy per pair
Types of MEP Action Plans – Cards, p. 6 in Trainer’s Resource Materials, one set per pair
Types of MEP Action Plans – Sample Key, p. 7 in Trainer’s Resource Materials, one per participant
Trainer’s Notes
Tell participants they are going to explore the three types of action plans a little further.
Read the first bullet on the slide.
Once participants have paired up and are sitting down, click to display the rest of the instructions.
Read the rest of the instructions and ask if there are any questions.
Pass out the workmats and cards.
Actively monitor participants to provide clarification as necessary.
As pairs finish, provide participants with their own copies of the answer key to check their work.
When all participants have had the opportunity to check their work, bring them back for a whole group discussion.
Ask participants if they were able to match the descriptions to the appropriate action plan. Allow for discussion and clarification as necessary.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

12. Individual ID&R Action Plan
Trainer’s Resource Materials
Individual ID&R Action Plan
Module 5 Level 1
Builds on the state and local action plans.
Should be detailed and specific.
Translates into a schedule or “to do” list for the recruiter with a specific time frame.
Includes recruitment objectives.
Trainer’s Note
Now that participants are familiar with the three types of action plans found in the MEP, quickly review the descriptions of the individual ID&R action plan that participants placed on the workmat and those listed on the slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

13. Individual ID&R Action Plan
Trainer’s Resource Materials
Individual ID&R Action Plan
Module 5 Level 1
The individual ID&R action plan helps the recruiter, the supervisor, and other recruitment staff organize and prioritize recruitment activities and establish timelines for their completion.
Trainer’s Notes
Click to display the final thought. Ask participants to read it.
Tell participants they need to keep everything they have learned in mind as they move onto the next portion of the training—developing their individual ID&R action plans.
Before advancing to the next slide, ask participants to tell each other what the two elements of an action plan are. Tell them they can look back in their Outline if they need to. When they have recalled both elements—a goal and objectives—click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

14. Individual ID&R Action Plan
Trainer’s Resource Materials
Individual ID&R Action Plan
Module 5 Level 1
Goal: the recruiter will use all available resources to become more efficient at finding all eligible migratory children.
Trainer’s Notes
Tell participants that for today’s planning sessions, everyone will have the same goal. The goal is written on the slide.
Ask participants to read the goal.
In their Outline (p. 3), ask participants to write down what the goal means to them.
Once it seems that all participants are done, ask them to share.
Talking Point
This goal is not written as a recruitment quota, nor is it written to suggest that more migratory children will be found next year than were found in the current year. This goal is about using all available resources to find all eligible migratory children.
Discussion Points
Efficient use of time and able to adjust daily schedule to accommodate families’ work schedules.
Efficient use of resources and networks.
Wise use of agricultural maps.
Knowledge of local growers and canneries.
Knowledge of where migratory families gather.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

15. Individual ID&R Action Plan: Activity
Trainer’s Resource Materials
Individual ID&R Action Plan: Activity
Module 5 Level 1
Stand up and move to one of the posters.
Divide into approximately equally sized groups.
Materials
Individual ID&R Action Plan – Sample Template, p. 8 in Trainer’s Resource Materials; the template should have been enlarged into posters to allow participants to write on it; there should be enough posters for each participant
Markers
Trainer’s Notes
Participants will first create an action plan as a group using the Individual ID&R Action Plan Sample Template poster.
Provide each group with markers.
Once all participants have formed into groups and all groups have found a poster, click to the next slide.
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16. Individual ID&R Action Plan: Activity
Trainer’s Resource Materials
Individual ID&R Action Plan: Activity
Module 5 Level 1
Complete the first objective.
Fill out the chart for the remaining objectives.
Add your own objectives—make sure you fill in all appropriate columns for that objective.
Materials
Individual ID&R Action Plan – Sample Template, p. 8 in Trainer’s Resource Materials; one copy for trainer to use with a document viewer; if a document viewer or Smartboard is not available, create an editable version in Word to complete
Individual ID&R Action Plan – Sample Key, p. 9 in Trainer’s Resource Materials
Trainer’s Notes
Tell participants you want to complete the first objective together. Place the document under the document viewer. Ask participants to read the first objective from the sample template with you.
Remind participants that this is their individual action plan. Ask who should be responsible for completing this objective. Refer to the Sample Key, but accept all responses that identify people’s job titles in the room.
As you write down the response in the appropriate column, ask participants to write down the response on their chart paper in the appropriate column.
Continue in this manner to complete the next three columns—activity, timeline, and evidence of success.
Once all columns in the first objective are complete, click to display the rest of the bullets on the slide and read the rest of the directions.
Actively monitor groups.
Once all groups have finished, click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

17. Individual ID&R Action Plan: Activity
Trainer’s Resource Materials
Individual ID&R Action Plan: Activity
Module 5 Level 1
Visit each of the action plans created by your colleagues.
Read how each objective was addressed.
Discuss any differences/similarities you see between the action plans.
Trainer’s Notes
Read the directions from the slide.
Remind participants that they should not move on to the next poster until you signal them.
When participants have visited their final poster, ask them to return to their seats
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

18. Individual ID&R Action Plan: Debrief
Trainer’s Resource Materials
Individual ID&R Action Plan: Debrief
Module 5 Level 1
What was the hardest part about writing the individual ID&R action plan?
How was the action plan you wrote different from the action plans your colleagues wrote?
How was the action plan you wrote similar to the action plans your colleagues wrote?
Trainer’s Notes
Each question on the slide will appear with a click.
Tell participants they will see one question at a time which they should answer in their Outline (p. 4).
Debrief each question with the whole group after participants have had an opportunity to answer in their Outline.
Participants may not have found many differences between action plans. As an option, point out the variety of activities posted around the room. Encourage participants to share ideas and build upon ideas presented.
Talking Points
What types of evidence did you see on the action plans posted around the room?
For most, the hardest section in the action to complete plan may be the Evidence of Success column. However, this is an important part of action planning because existing practices need to be evaluated to measure implementation quality, make program improvements, and plan for continued growth.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

19. Individual ID&R Action Plan: Develop
Trainer’s Resource Materials
Individual ID&R Action Plan: Develop
Module 5 Level 1
Take a minute to think about the action plan you wrote with your group.
Think about some of the action plans your colleagues wrote.
Take the individual ID&R Action Plan Template and fill it out based on the samples around the room or your own ideas that were generated by today’s discussion.
Materials
Individual ID&R Action Plan – Template, p. 10 in Trainer’s Resource Materials; one copy per participant
Trainer’s Notes
Tell participants they will now build their own individual action plan based on what they developed with their groups and what they see posted around the room.
After reading the bullets on the slide, remind participants that they can complete their individual action plan by
copying one action plan word for word; or
copying pieces from different action plans to build their own.
Remind participants that the goal is already there, but they need to fill out everything else beginning with their objectives.
Participants may choose to use the objectives listed on chart paper around the room or come up with completely different objectives that relate to their job duties and responsibilities.
Tell participants to keep in mind that this action plan should also serve as a guide to any recently hired recruiters.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 19

20. Trainer’s Resource Materials
Thumbs Up/Thumbs Down
Module 5 Level 1
Materials
Individual ID&R Action Plan – Template, p. 10- in Trainer’s Resource Materials; one copy per participant
Trainer’s Notes
Tell participants they will play Thumbs Up/Thumbs Down to check their understanding of the importance of an individual ID&R action plan.
Show participants one statement at a time. If they agree with the statement, ask them for a thumbs up; if they disagree with the statement, ask them for a thumbs down.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

21. Trainer’s Resource Materials
Thumbs Up/Thumbs Down
Module 5 Level 1
An individual ID&R action plan forces the recruiter to
think about what should be accomplished;
establish recruitment objectives;
decide the best way to attain these objectives; and
develop specific action steps and timelines for the completion of the recruitment objectives.
Trainer’s Notes
Click to show each of the statements. Make sure to read the sentence stem aloud, along with each of the bullets so participants have the complete statement.
Allow for discussion after each of the points.
All responses should get a thumbs up. If any participants give thumbs down, ask why they voted that way. Ask someone who gave a thumbs up why he or she voted that way. Talk through with the group why the statement would warrant a thumbs up. Refer to Reasons for Developing an Action Plan in the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families.
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22. Trainer’s Resource Materials
Thumbs Up/Thumbs Down
Module 5 Level 1
An individual ID&R action plan encourages the recruiter to
use time wisely;
evaluate work and adjust strategies as needed; and
leave a guide for a new recruiter.
Trainer’s Notes
Click to show each of the statements. Make sure to read the sentence stem aloud, along with each of the bullets so participants have the complete statement.
Allow for discussion after each of the points.
All responses should get a thumbs up. If any participants give thumbs down, ask why they voted that way. Ask someone who gave a thumbs up why he or she voted that way. Talk through with the group why the statement would warrant a thumbs up. Refer to Reasons for Developing an Action Plan in the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families in.
At the conclusion of the activity, ask participants to record a final thought on Thumbs Up/Thumbs Down in their Outline (p. 4).
Ask participants to share with the whole group.
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23. Trainer’s Resource Materials
Level 1: Assessment
Module 5 Level 1
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 1 Assessment, p. 11 in Trainer’s Resource Materials, one copy per participant
Level 1 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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