1. Identifying Migratory Families
Trainer’s Resource Materials
Module 4 Level 1
Identifying Migratory Families
Locating Migratory Families and Youth
National ID&R Curriculum, Module 4 Level 1
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

2. Materials Module 4 Level 1 Outline Handouts, as needed Pen or pencil
Trainer’s Resource Materials
Materials
Module 4 Level 1
Module 4 Level 1 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Trainer’s Notes
Refer to the NRG and the National ID&R Manual, Glossary.
Talking Points
This module is based on the National ID&R Manual, Chapter 4: Building a Recruitment Network.
Use the Module 4 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 4 Level 1
The participant will know how to determine where migratory families and youth live and work.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

4. Level 1: Objectives Participants will be able to
Trainer’s Resource Materials
Level 1: Objectives
Module 4 Level 1
Participants will be able to
use appropriate vocabulary when discussing qualifying moves for qualifying work;
describe the types of qualifying seasonal and temporary employment that migratory families seek; and
identify key areas where migratory families and youth live and work.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

5. Level 1: Agenda What’s Missing? Qualifying Moves
Trainer’s Resource Materials
Level 1: Agenda
Module 4 Level 1
What’s Missing?
Qualifying Moves
Types of Qualifying Work
Locating Migratory Families and Youth
Assessment
One Thing, Just One Thing
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

6. What’s Missing? Word Bank
Trainer’s Resource Materials
What’s Missing? Word Bank
Module 4 Level 1
Agricultural work
Fishing work
Home base
Migratory streams
Out-of-school youth
Send and receive
Settled out
Migratory child
Migratory agricultural worker
Qualifying move
Materials
Timer
Trainer’s Notes
Tell participants that today’s discussions and activities will require them to have a working knowledge of many common MEP terms.
To make sure everyone understands what is being discussed, participants will have a warm-up activity to review specific vocabulary.
Note: If the training is primarily for new recruiters, refer participants to the National ID&R Manual, Chapter 4: Building a Recruitment Network and the Glossary to scan the terminology as they complete this activity.
Ask participants to find a partner for this activity.
Together the pair will complete the “What’s Missing” activity in their Outline (pp. 1–2).
Participants will have 10 minutes.
Leave the Word Bank slide displayed while participants complete the activity.
When participants are finished, tell them they will now debrief their responses as a whole group. They should make corrections or additional notes in their Outline (pp. 1–2).
Click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

7. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
_____________ a child who made a qualifying move in the preceding 36 months as a migratory agricultural worker or a migratory fisher or did so with, or to join, a parent/guardian or spouse who is a migratory agricultural worker or migratory fisher.
Trainer’s Notes
The correct response is migratory child.
Ask participants to provide the term and their description or the definition.
Click to the next slide.
Discussion Points
A child is a “migratory child” if the following conditions are met:
The child is not older than 21 years of age; and
a. The child is entitled to a free public education (through grade 12) under state law, or
b. The child is not yet at a grade level at which the LEA provides a free public education, and
The child made a qualifying move in the preceding 36 months as a migratory agricultural worker or migratory fisher, or did so with, or to join, a parent/guardian or spouse who is a migratory agricultural worker or migratory fisher; and
With regard to the qualifying move identified in paragraph 3, above, the child moved due to economic necessity, from one residence to another residence, and
from one school district to another; or
in a state comprising a single school district, has moved from one administrative area to another within such district; or
resides in a school district of more than 15,000 square miles and migrates 20 miles or more to a temporary residence.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

8. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
_____________ are under the age of 22, have dropped out of school, and may be working on an HSED outside of a K–12 institution, or may be “here to work” only.
Trainer’s Notes
The correct response to this question is out-of-school youth.
Ask participants to provide the term and their description or the definition.
Click to the next slide.
Discussion Points
Migratory youth who are “here to work” are typically from Mexico and have come to the country for the sole purpose of earning a living.
A discussion about how the MEP might assist this population may follow, and services may vary from program to program.
You will want to be aware of allowable services for here-to-work youth.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

9. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
_____________ is a person who, in the preceding 36 months, made a qualifying move and, after doing so, engaged in new temporary or seasonal employment or personal subsistence in agriculture.
Trainer’s Notes
The correct response is migratory agricultural worker.
Ask participants to provide the term and their description or the definition.
Click to the next slide.
Discussion Points
The term “migratory agricultural worker” means an individual who made a qualifying move in the preceding 36 months and, after doing so, engaged in new temporary or seasonal employment or personal subsistence in agriculture, which may be dairy work or the initial processing of raw agricultural products.
If an individual did not engage in such new employment soon after a qualifying move, such individual may be considered a migratory agricultural worker if the individual actively sought such new employment and has a recent history of moves for temporary or seasonal agricultural employment.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

10. What’s Missing? A _____________ is made due to economic necessity;
Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
A _____________ is
made due to economic necessity;
from one residence to another residence; and
from one school district to another school district.
Trainer’s Notes
The correct response is qualifying move.
Ask participants to provide the term and their description or the definition.
Click to the next slide.
Discussion Points
The term “qualifying move” means
a move due to economic necessity;
from one residence to another residence; AND
from one school district to another school district except
in the case of a state comprising a single school district, wherein a qualifying move is from one administrative area to another within such district;
in the case of a school district of more than 15,000 square miles, where a qualifying move is a distance of 20 miles or more.
All three aspects must be true for the move to be a qualifying move. If any aspect is not true or is missing, then the move is not a qualifying move and the child(ren) or youth would not be eligible for MEP services.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

11. Florida: sending state
Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
A town, city, or state may _________________ migratory workers.
South Carolina: receiving state
Florida: sending state
Trainer’s Notes
The correct response is send and receive.
Ask participants to provide the term and their description or the definition.
Click to display the example.
Click to the next slide.
Discussion Points
In this example, Florida is the location the family moved from, so Florida is the “sending” state.
When the family moves to South Carolina to work, South Carolina becomes the family’s “receiving” state.
Note that a county may “receive” migratory workers who move from state to state (inter-state) as well as migratory workers who simply move from place to place within a state (intra-state).
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

12. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
Migratory workers were believed to follow one of three distinct patterns of migration, commonly known as ___________________.
Trainer’s Notes
The correct response is migratory stream.
Ask participants to provide the term and share what they know about migratory streams; allow for discussion.
Click to the next slide to continue the discussion.
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13. What’s Missing? Traditional Migratory Streams West Coast Stream
Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
Traditional Migratory Streams
West Coast Stream
Eastern Stream
Mid-Continent Stream
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14. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
When a migratory family has _________, or stopped migrating and becomes permanently established in an area, it may become more involved in a community.
Trainer’s Notes
The correct response to this question is settled out.
Ask participants how a family settling out will impact its MEP status and services.
Click to the next slide.
Discussion Points
The children will be eligible for MEP services based on their most recent QAD.
Recruiters will want to touch base periodically with the family to determine if it decided to return to migratory work.
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15. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
______________ means the production or initial processing of crops, dairy products, poultry, or livestock, as well as the cultivation or harvesting of trees, that is performed for wages or personal subsistence.
Trainer’s Notes
The correct response is agricultural work.
Ask participants to define the term in their own words.
Click to the next slide.
Discussion Points
The production or initial processing of crops, dairy products, poultry, or livestock, as well as the cultivation or harvesting of trees.
It consists of work performed for wages or personal subsistence.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

16. Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
______________ refers to the catching or initial processing of fish or shellfish, as well as the raising or harvesting of fish or shellfish at fish farms, that is performed for wages or personal subsistence.
Trainer’s Notes
The correct response is fishing work.
Ask participants to define the term in their own words.
Click to the next slide.
Discussion Points
“Fishing work” is the catching or initial processing of fish or shellfish, as well as the raising or harvesting of fish or shellfish at fish farms, that is performed for wages or personal subsistence.
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17. What’s Missing? Complete the graphic organizer.
Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
Complete the graphic organizer.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

18. What’s Missing? Complete the graphic organizer. Trainer’s Notes
Trainer’s Resource Materials
What’s Missing?
Module 4 Level 1
Complete the graphic organizer.
Trainer’s Notes
Displayed is one way participants may have completed the organizer.
If participants created a different version, display for all to see and discuss.
Ensure that participants understand the difference between seasonal and temporary employment.
Tell participants they will be looking at examples of qualifying seasonal and temporary employment later in the training to help deepen their understanding of the differences between the two.
Click to the next slide.
Talking Points
Seasonal employment: Employment that occurs only during a certain period of the year because of the cycles of nature and that, in its essence, may not be continuous or carried on throughout the year.
Temporary employment: Employment that lasts for a limited period of time, usually a few months, but no longer than 12 months.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 19

19. Migratory Streams — Traditional
Trainer’s Resource Materials
Migratory Streams — Traditional
Module 4 Level 1
Trainer’s Notes
Ask participants to recall the three patterns of migration followed by migratory workers in the past.
They should state the following: Eastern, Mid-Continent, and West Coast.
Tell participants that migratory families today are still following the traditional migratory patterns.
Note that migratory patterns are constantly changing.
Click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

20. Migratory Streams — Current
Trainer’s Resource Materials
Migratory Streams — Current
Module 4 Level 1
Trainer’s Notes
Tell participants that because of changes or lack of work, many migratory workers are not following the traditional migratory streams reviewed on the previous slide.
Ask participants to share the demographics of their migratory population. What ethnic groups are represented? Where do their families move from?
For veteran recruiters, ask if they have noticed any shifts in their demographics over the last few years and what may have caused it.
Ask participants to think about why it might be important to know where their families are moving from or moving to; discuss responses.
Click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 21

21. Types of Qualifying Work
Trainer’s Resource Materials
Types of Qualifying Work
Module 4 Level 1
Temporary
Seasonal
Repairing a fence
Trapping lobsters
Feeding cattle
Planting potatoes
Debeaking chickens
Cultivating corn
Slaughtering pigs
Thinning sugar beets
Milking cows
Detasseling corn
Packaging shrimp
Planting seeds for hay
Canning tomatoes
Trainer’s Notes
Tell participants that since they have spent some time identifying where their migratory families come from, it’s time to discuss the type of work families seek.
As discussed during the first activity, migratory work is either seasonal or temporary. The activities associated with each will vary by state and even by district, in some instances.
Have participants review the list of activities on the screen (and in their Outline, p. 4); discuss any activities participants are unfamiliar with or have questions about.
Ask participants to talk with their table groups about which column of activities is temporary and which is seasonal. Ask that they justify their responses.
Click to display the correct labels for each column, and discuss if needed. Have participants label the columns in their Outline.
Allow participants an additional minute or two to discuss other migratory agricultural or fisher work that may be conducted in the state and whether the work fits into the seasonal or temporary category.
Click to the next slide.
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22. Trainer’s Resource Materials
Temporary Employment
Module 4 Level 1
Defined as employment that lasts for a limited period of time, usually a few months, but no longer than 12 months
Determined in one of three ways:
Employer Statement
Worker Statement
State Determination
Trainer’s Notes
Click to the next slide.
Talking Points
Activities at some processing plants may last long enough to border on being permanent. Make sure to follow the guidelines for determining whether an activity is considered temporary (tell participants they may want to take notes in their Outline, p. 4).
Work is considered “temporary” if the employment lasts for a limited period of time, usually a few months, but not longer than 12 months.
It typically includes employment where the worker states that he or she does not intend to remain in that employment indefinitely, the employer states that the worker was hired for a limited time frame, or the SEA has determined on some other reasonable basis that the employment is temporary.
Recruiters may wish to contact local processing plants, growers, and any other places where migratory agricultural work may occur, and ask for a list of jobs that are temporary and seasonal at that location.
Be aware that final determination of whether a job is temporary rests on the state migrant department, so if a recruiter is in doubt regarding a determination, he or she should bring it to the attention of the MEP COE reviewer or supervisor. The reviewer or supervisor may decide to send the question to the state MEP for review.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 23

23. Trainer’s Resource Materials
Temporary Employment
Module 4 Level 1
Employer Statement – The employer states that the worker was hired for a limited time frame, not to exceed 12 months
Worker Statement – The worker states that he or she does not intend to remain in that employment indefinitely (i.e., the worker’s employment will not last longer than 12 months)
State Determination – The SEA has determined on some other reasonable basis that the employment will not last longer than 12 months
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 24

24. Seasonal or Temporary? Get one index card per person.
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
Get one index card per person.
Write “seasonal” on one side; “temporary” on the other.
Talk with your partner.
Show your card when asked.
Materials
There are two options for engaging participants:
Provide everyone with an index card. Have them write “Seasonal” on one side, “Temporary” on the other. Directions for this version of the activity are on the slide; OR
Provide each pair with a dry-erase board, dry-erase marker, and a paper towel (for erasing). Pairs will talk quietly to determine whether the activity displayed is temporary or seasonal, write the appropriate word on the board, and show the response when the trainer asks for the boards to be held up.
Trainer’s Notes
This activity is intended to allow participants to determine whether a specific activity is seasonal or temporary and to promote discussion. As an option, change the activities on the slides to reflect activities in the state.
Determine which materials will be used to engage participants and modify instructions accordingly.
Click to the next slide.
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25. clearing land to plant sorghum
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
seasonal
Trainer’s Notes
When each scene is displayed, encourage participants to talk quietly with their partners about the context of the work.
When it appears that all participants have a response, ask them to display their index cards or boards at the same time. Discourage participants from displaying their responses before being asked, to allow others to have time to think.
Click to display the answer.
Click to the next slide.
Talking Point
Clearing land may qualify as temporary or seasonal work, depending on what the land is being cleared for. Participants will want to refer to their state manuals for guidance.
clearing land to plant sorghum
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26. Seasonal or Temporary? seasonal drying herbs Trainer’s Notes
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
seasonal
Trainer’s Notes
The correct response is that drying herbs is seasonal.
Click to the next slide.
drying herbs
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27. temporary sizing shrimp
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
temporary
Trainer’s Notes
The correct response is that sizing shrimp is temporary.
Click to the next slide.
sizing shrimp
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28. temporary building a barn
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
temporary
Trainer’s Notes
The correct response is that building a barn would be considered qualifying temporary employment if the barn is for livestock-related use and the livestock is kept primarily for breeding or slaughter purposes.
Click to the next slide.
building a barn
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29. temporary cutting meat
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
temporary
Trainer’s Notes
The correct response is that cutting meat in a meat packing plant is temporary. Note that cutting meat at a local grocery store or meat market would not qualify.
Click to the next slide.
cutting meat
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30. seasonal picking peaches
Trainer’s Resource Materials
Seasonal or Temporary?
Module 4 Level 1
seasonal
Trainer’s Notes
The correct response is that picking peaches is seasonal work.
After reviewing this slide, ask participants to turn to a partner and share two things to remember about seasonal and temporary work.
Ask participants to turn to their Outline (p. 4) and record their final thoughts on these terms.
Click to the next slide.
picking peaches
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31. Locating Migratory Families and Youth
Trainer’s Resource Materials
Locating Migratory Families and Youth
Module 4 Level 1
Start at your assigned question.
Record as many responses as possible.
Move to the next question when signaled.
Materials
Post three sheets of chart paper around the room. Write one of the following questions at the top of each page:
Where might you find migratory families and youth?
How would you communicate information about the MEP at these locations?
Why is it difficult for recruiters to locate migratory families and youth?
If there are more than 15 participants, another set of chart papers could be made to ensure the number of participants at each will be five or less
Markers
Timer
Trainer’s Notes
Tell participants that they will now spend time discussing how to locate migratory families and youth who move into an area for migratory work.
Number the chart papers.
Group participants so that no more than five participants will be at each chart paper. Assign each group to a chart paper. Have participants meet at their assigned chart paper.
Tell participants that they will be given two minutes to record as many responses to the question as they can, then signal them to move to the next question.
When all questions have been visited, have groups return to their original questions. Allow each group a few minutes to review the content, adding any additional ideas they may have.
Allow groups to return to their seats and discussion each question. Use the next three slides to facilitate the discussion.
Click to the next slide.
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32. Locating Migratory Families and Youth
Trainer’s Resource Materials
Locating Migratory Families and Youth
Module 4 Level 1
Where might you find migratory families and youth?
Trainer’s Notes
Responses may include:
Churches
Schools
Local businesses (laundromats, libraries, grocery stores, community centers)
Health clinics
Migratory/labor camps
Adult education classes
Have participants record locations that might pertain to their areas in their Outline (p. 5). Ask them to talk with their table groups about how they could identify other locations they may not be aware of and have them note these ideas for the future. Allow participants to share ideas that are discussed with the table groups.
Remind participants that Module 2 addressed how to contact and establish relationships with the various organizations/locations listed.
Refer participants to the Identifying Important Information Sources section in the National ID&R Manual, Chapter 4: Building a Recruitment Network for further details about the five most common information sources for locating migratory families and youth:
Employers
Local school staff
Community contacts, organizations, and commercial establishments
Other government agencies
Migratory families and youth
Click to the next slide.
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33. Locating Migratory Families and Youth
Trainer’s Resource Materials
Locating Migratory Families and Youth
Module 4 Level 1
Out-of-School Youth (OSY)
Unique needs
Worksite recruitment
Trainer’s Notes
Discuss locating migratory out-of-school youth (OSY)—those young men and women who engage in migratory work for a living and are usually not enrolled in school. Where do they tend to hang out/congregate? What might you do differently to locate them?
Let recruiters know that information regarding how to contact employers that might hire OSY will be shared in Level 2 of this Module.
Click to the next slide.
Talking Points
OSY have unique needs resulting from their migratory lifestyle. Finding and recruiting many OSY who travel without their families or in groups of OSY can be especially challenging.
The traditional in-school recruitment model is not feasible because this population has no contact with the school district. Recruitment of OSY is most successful when it occurs at worksites, in the field, and at businesses where these youth work, as well as in housing where they live.
Fortunately, providing services to OSY can be very rewarding. OSY need advocates: people who can both motivate them and help them access needed services. Young people not in school have little or no access to federal or state resources.
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34. Locating Migratory Families and Youth
Trainer’s Resource Materials
Locating Migratory Families and Youth
Module 4 Level 1
How would you communicate information about the MEP at these locations?
Trainer’s Notes
Encourage participants to discuss the pros and cons of each method listed.
Allow time for participants to record the methods they would like to remember in their Outline (p. 5).
If the State has brochures, sample employer letters, or sample school and/or employer surveys, then take time to make participants aware of these resources and how to obtain them. If the state does not have samples, then let participants know that samples can be found in the National ID&R Manual, Appendix III: Sample Surveys and Appendix IV: Sample Brochures.
Click to the next slide.
Discussion Points
Posting MEP flyers
Leaving MEP brochures for families to take
Scheduling a time to set up a table to distribute information
Contacting the business/location to determine best days/times to find migratory workers
Leaving information in the native language of the migratory families in the area.
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35. Locating Migratory Families and Youth
Trainer’s Resource Materials
Locating Migratory Families and Youth
Module 4 Level 1
Why is it difficult for recruiters to locate migratory families and youth?
Trainer’s Notes
Allow for discussion of each response and brainstorm what a recruiter might be able to do to overcome these obstacles. Remind participants to record notes from this discussion in their Outline (p. 5).
Click to the next slide.
Discussion Points
It is time-consuming and labor-intensive work.
Families and youth are often isolated from the general public and populated areas.
It takes time to build relationships and gain trust with families and service providers.
Recruiters may need to learn how and when to approach community organizations.
Recruiters need to keep track of migratory streams, employment, and housing patterns that change over time.
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36. Trainer’s Resource Materials
Wrap-Up
Module 4 Level 1
“To find local migratory farm workers, I follow the port-a- john trucks to the fields and post flyers about the program on the inside of the doors.”
Trainer’s Notes
Have participants think about what the goal of recruiting is: finding and identifying migratory families. Click to display the quote; allow participants time to read it.
Ask participants to think about the following: How does this quote relate to what they learned today?
Click to the next slide.
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37. Level 1: Assessment Please complete the assessment independently.
Trainer’s Resource Materials
Level 1: Assessment
Module 4 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, pp. 3–4 in Trainer’s Resource Materials, one copy per participant
Level 1: Assessment Key, p. 5 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.
Click to the next slide.
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38. One Thing, Just One Thing
Trainer’s Resource Materials
One Thing, Just One Thing
Module 4 Level 1
Think about everything we learned today.
What’s the one main point you would like other MEP recruiters to know?
Trainer’s Notes
Allow participants a few minutes to reflect on the content from today’s session and record in their Outline (p. 5) one main point they want to remember from the training and the one point they would want MEP recruiters to know.
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