Determining Eligibility

Determining Eligibility
Trainer’s Resource Materials Module 6 Level 2 Determining Eligibility Determining Eligibility in Difficult Cases National ID&R Curriculum, Module 6 Level 2 National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

Trainer’s Resource Materials
Module 6 Level 2 Module 6 Level 2 Outline Handouts, as needed Pen or pencil Highlighters Post-its® Trainer’s Notes Participants should be made aware of several MEP supporting resources on the topic of child eligibility: The National ID&R Manual, Chapter 7: Determining Eligibility and Appendix IX: New Recruiter Self-Check (updated 2017) MEP NRG, Chapter II: Child Eligibility (updated March 2017) Guidance for MEP Eligibility Under the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the Every Student Succeeds Act (ESSA) Talking Points This module is based on the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families. Use the Module 6 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 6 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 2

Level 2: Goal Module 6 Level 2 The recruiter will know how to make valid and reliable child eligibility determinations for the Migrant Education Program (MEP). National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

Level 2: Objectives Module 6 Level 2 Participants will be able to resolve child eligibility questions when data, information, or observations are inconclusive; recognize the warning signs for ineligibility and falsification of information; present the facts of an eligibility scenario to request a second opinion from the state or local ID&R chain of command; and explain the importance of making reliable and accurate child eligibility decisions and the need for accuracy. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

Level 2: Agenda Module 6 Level 2 Red Flags MEP Organizational Structure Eligibility Question Chain of Command Requesting a Second Opinion Making a Mistake Assessment One for Me, One for You National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

Red Flags Module 6 Level 2 Materials Markers Display 6 sheets of chart paper around the room for participants to visit with one of the following topics written at the top of each: Move Dates surrounding the move Type of work Migratory history Other Trainer’s Notes Let participants know that when gathering information—whether it is during an interview, reviewing records, or other research—they may come across some warning signs or “red flags.” These red flags alert them to the need to further investigate specific areas. This further investigation may be needed to ensure the recruiter has the facts straight, to correct an eligibility determination, or to determine whether an error had been made by MEP staff. For example, if the family has never performed agricultural or fishing work before, this would be a red flag to prompt them to ask additional questions. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

Red Flags: Carousel Module 6 Level 2 Talk with your group. Brainstorm and list “red flags” for your category. Move to the next poster when time is called. Trainer’s Notes Tell participants that to become aware of potential red flags, they will participate in a carousel activity. Divide participants into six groups. Assign each group to one of the chart papers you displayed. Ask one group member to take a marker to record participants’ ideas. Review the directions on the slide. Give participants about two minutes to record red flags on each poster; then signal that they should move to the next poster. When participants have visited all posters, begin the debrief on the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

Red Flags: Carousel — Debrief
Trainer’s Resource Materials Red Flags: Carousel — Debrief Module 6 Level 2 Move Dates surrounding the move Trainer’s Notes Remind participants to take notes on the debrief of this activity in their Module 6 Level 2 Outline. Have each group report the red flags for their starting category. Click to show each category to debrief. Listen for and suggest those items that do not get mentioned. Click for the first bullet. Talking Points Move A family who moves to an urban or non-traditional migrant area where migratory work is not generally found. A family making moves of very short duration or distance because these types of moves might not involve an actual change of residence. A family with some workers who move and some workers who do not. A family actively sought qualifying work, but did not obtain it. A family having had moves associated with vacations or other non-work reasons. Click for the next bullet. Dates surrounding the move A worker having not found qualifying work soon after the move (within 60 days). The recruiter does not find the family shortly after the qualifying moves, but rather years later. The family made several moves, both for qualifying work and for other reasons. Click for the next bullet. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

Red Flags: Carousel — Debrief
Trainer’s Resource Materials Red Flags: Carousel — Debrief Module 6 Level 2 Type of work Migratory history Other Trainer’s Notes Type of work A worker who is employed at a site with both qualifying and non-qualifying work. A family having arrived in a new location at a time that does not align with agricultural or fishing work, such as late in the season after agricultural jobs are filled or too early in the season for jobs to be available. A new farm or industry with new possible qualifying activities. Click for the next bullet. Migratory history A family with no migratory history to date. A family with history doing one type of work who now has made a move doing unrelated work. Other Contradictory information, for example, school records don’t match interview information. Qualifying moves not due to economic necessity. Click for the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

A Red Flag… Module 6 Level 2 DOES NOT mean that the child is not eligible for the MEP. DOES mean that you need to ask additional questions or do additional research on the situation. And, make sure you have all of the facts correct before completing the COE. Trainer’s Notes Give participants a few moments to take notes on this slide in their Outline. Talking Points A red flag does not mean that the child is not eligible for the MEP. A red flag does mean that you need to ask additional questions, do additional research on the situation, or ensure to have the facts correct before making a decision. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

Determining Eligibility in Difficult Cases
Trainer’s Resource Materials Determining Eligibility in Difficult Cases Module 6 Level 2 What are some resources recruiters have available for ID&R? Do you know where you can access these resources? Trainer’s Notes In some situations, a recruiter is clearly unable to make an eligibility decision alone. Click to show the question on the screen and ask participants to talk with their table groups about what resources recruiters have available for ID&R. Allow table groups to share the resources they discussed. Participants should record resources discussed in their Outline. Participant responses could include the following: previous guidance received for similar situations, state ID&R materials, state policy letters, MEP NRG, and MEP policy letters on the RESULTS website. All these resources are available for recruiters to use as tools when trying to make an eligibility decision. Click to show the next question and ask participants if they know how to access these resources. Some cases may be beyond recruiters’ knowledge or authority, even after additional research. In these cases, recruiters must refer the question to their state’s eligibility chain of command. The chain of command differs from state to state, so recruiters should learn their state’s process. Review the general process on the next few slides, or customize it to fit a particular state. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

MEP Organizational Structure
Trainer’s Resource Materials MEP Organizational Structure Module 6 Level 2 Recruiter Immediate Supervisor State ID&R Coordinator State Director OME Trainer’s Notes As a reminder, the MEP organizational structure and the identification and recruitment roles of MEP staff were covered in Module 1: Background and Overview of the MEP. Tell participants they may wish to take notes in their Outline as you review. Talking Points Recruiters, working with other local operating agency (LOA) staff, including their supervisors, focus on finding and serving migratory children. Most states have ID&R Coordinators who provide leadership and guidance to recruiters. Each state has an MEP Director who oversees the administration of the program, including the ID&R system. The federal Office of Migrant Education administers the MEP nationally and provides guidance and support to state departments of education. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

Eligibility Question Chain of Command
Trainer’s Resource Materials Eligibility Question Chain of Command Module 6 Level 2 Recruiter Immediate Supervisor Peer Trainer’s Notes Using the graphics to assist, explain to participants how an eligibility question a recruiter has might make its way up the chain of command. Talking Points The recruiter may want to talk with knowledgeable peers in his or her state to see if any of them have encountered a similar situation, and if so, how they resolved it (eligibility policies may differ from state to state, so the recruiter should either ask other recruiters within his or her own state or confirm responses from other states with the State ID&R Coordinator). Next, the recruiter will want to consult with a supervisor. Present all the relevant facts and dates, including information on each eligibility factor in the Child Eligibility Checklist. The recruiter should also tell the supervisor whether he or she thinks the child or youth is eligible and explain why. The recruiter’s supervisor will make sure the recruiter has gathered all the information and understands the facts; ask for additional information if needed; check the state materials and the NRG; contact colleagues and/or other districts to see if a similar issue came up elsewhere and how it was resolved; provide a clear answer to the recruiter, if there is one; check the state’s repository of eligibility questions that have been asked, answered, and communicated to all LEAs; and refer the question or issue to the next person in the chain of command, usually the State ID&R Coordinator, if there is no clear answer. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

Trainer’s Resource Materials Eligibility Question Chain of Command Module 6 Level 2 State ID&R Coordinator State Director Recruiter Immediate Supervisor Peer Talking Points Note that the State ID&R Coordinator and State Director will conduct the same analysis as the supervisor. If there is a clear answer, they will record the answer in the state’s repository of eligibility questions that have been asked and answered and disseminate the response to all recruiters. If there is no clear answer and they are unable to make a clear determination regarding eligibility, they will refer the issue to OME. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

Trainer’s Resource Materials Eligibility Question Chain of Command Module 6 Level 2 State Director OME Trainer’s Notes Let participants know they have reviewed some potential red flags to be aware of as they recruit, and they know where they can go when they need further guidance. Next the participants will practice asking for guidance from their peers or supervisors. Talking Points In his or her query to OME, the State Director will conduct the same analysis as the State ID&R Coordinator and either make a decision consistent with the laws and regulations; or send the question to OME. If forwarding the inquiry/question to OME, the State Director will review all relevant facts; estimate the approximate number of children whose eligibility will be affected by the decision; send the state’s analysis of the question; write an explanation of why the state believes it has no clear answer; recommend the ruling that the state believes is appropriate based on its analysis; and disseminate a response to all state ID&R staff concurrently, after OME makes a determination and relays its decision to the state. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 15

Requesting a Second Opinion
Trainer’s Resource Materials Requesting a Second Opinion Module 6 Level 2 What information must you provide? All the relevant facts. All information concerning each eligibility factor. An informed opinion as to whether the child is eligible and why. Trainer’s Notes Ask what information participants think a recruiter must provide the supervisor when requesting a second opinion. Allow for a brief share out of participants’ thoughts, then click to present the following bullets on the slide and discuss. Once all bullets have been discussed, click to the next slide for the activity. Discussion Points According to the National ID&R Manual, the recruiter should present All the relevant facts and dates. The pieces of the story actually pertaining to the move. Does the supervisor need to know about the family getting a new dog or its recent visit from out-of-state relatives? Only if those pieces pertain to the potentially eligible migratory move. All information concerning each eligibility factor. Where can guidance be found? (Listen for the Child Eligibility Checklist.) An informed opinion as to whether the child is eligible and why. The supervisor will expect recruiters to have made some decisions regarding eligibility, and recruiters should be prepared to share their decisions and support them with clear evidence. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

Trainer’s Resource Materials Requesting a Second Opinion Module 6 Level 2 Modeling the Process Scenario 1 Materials Requesting a Second Opinion: Scenarios 1–4 in the Trainer’s Resource Materials (one scenario for the trainer to model and two or more for the participants); one set of all four scenarios per participant Requesting a Second Opinion: Scenarios 1–4 – Keys; for the trainer only Trainer’s Notes The goal of this activity is for each participant to role-play a discussion with his or her supervisor regarding a challenging scenario. Ask participants to select a partner. For each scenario, participants will play the role of a recruiter reporting the case and a supervisor listening. Partners will complete the Child Eligibility Checklist, develop a timeline based on the facts of the case, and make an eligibility determination. Model this process using Scenario 1 (Raul). You will be the recruiter and the participants will be the supervisor. Ask participants to read Scenario 1. Present the facts of the case, talk through the Child Eligibility Checklist, and demonstrate the timeline. (See the Requesting a Second Opinion: Scenario 1 – Key for the completed checklist.) Ask participants to answer the questions on the back of their Scenario 1 handouts and make an eligibility determination. After five minutes, conduct a whole group discussion of their answers. Talking Points Raul is not eligible for MEP services. (Use the Requesting a Second Opinion: Scenario 1 – Key to explain the eligibility determination.) National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

Trainer’s Resource Materials Requesting a Second Opinion Module 6 Level 2 Your turn Find a partner. Decide who will be the supervisor and who will be the recruiter first (you will switch roles later). Both of you will review the scenario. Do not begin your discussion yet. The recruiter presents information. The supervisor provides feedback. Process the scenario together. Trainer’s Notes Assign one of the remaining scenarios (2–4) to each partner group. Instruct participants to follow the directions on the slide and use the questions on the back of their handouts to guide the discussion. Remind recruiters of the information they should provide when seeking a second opinion. First, both partners will review the scenario but not discuss it. The recruiter presents the scenario, including his or her opinion on eligibility, and the supervisor listens for five minutes. The supervisor records feedback on the first question on the back of the handout (How did the recruiter present the facts?). The supervisor presents feedback on the presentation to the recruiter. The recruiter and supervisor process the scenario together (complete the checklist, develop a timeline, answer the remaining questions, and recommend an eligibility determination). After 10 minutes (or when all participants are done), click to the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

Trainer’s Resource Materials Requesting a Second Opinion Module 6 Level 2 Switch roles Both of you will review the next scenario. Do not begin your discussion yet. The recruiter presents information. The supervisor provides feedback. Process the scenario together. Trainer’s Notes Read the directions from the slide. Signal participants to begin when it seems that they are ready to begin their second role-play. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 19

Requesting a Second Opinion: Debrief
Trainer’s Resource Materials Requesting a Second Opinion: Debrief Module 6 Level 2 Overall On a scale of 1–5, how would you rate your presentation as the recruiter? Based on the feedback you received, what might you do differently when presenting an actual situation/scenario to your supervisor? Trainer’s Notes Ask participants what they learned about providing information for second opinions to their supervisors. Process each of the scenarios to ensure participants made the correct eligibility determination. (Use the Requesting a Second Opinion: Scenario – Keys to provide a timeline and explanation for the determination.) National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

Revisit Red Flag Scenarios
Trainer’s Resource Materials Revisit Red Flag Scenarios Module 6 Level 2 Trainer’s Notes Ask participants to revisit the Red Flags section of their Outline and add any other red flags that may have surfaced during the scenarios. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 21

Module 6 Level 2 Falsifying Information vs. Making Mistakes Trainer’s Notes Ask participants if it is possible, in the world of migrant recruiting, for someone to make an error when qualifying a child for the MEP; discuss. Ask whose responsibility it is to find mistakes on COEs or any other documents kept on file; discuss. Ensure participants realize all MEP staff members are responsible. Ask what can be done at the local and state level to help ensure the quality of the recruitment system and recruiters’ work. Listen to whether participants discuss the need for a rigorous quality control system, both at the state and local level. Remind participants that quality control was addressed in Module 2. Click to the next slide. Ask participants to explain the difference between a recruiter falsifying information on a COE and a recruiter making a mistake on a COE; discuss and allow participants to record notes on their Outline. Have participants discuss why a recruiter might falsify information. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 22

Why Falsify? Module 6 Level 2 Work with your table group. Complete this statement in your Module 6 Level 2 Outline. “A recruiter might try to ‘bend the rules’ or provide false information because…” 1. 2. Trainer’s Notes Have participants talk with their table groups about why a recruiter might knowingly falsify information on a COE or consider “bending the rules” to qualify families for the MEP and record two reasons in their Module 6 Level 2 Outline. When all table groups have written down two reasons, move onto the next slide. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 23

Why Falsify? Module 6 Level 2 Even though the recruiter knows the child doesn’t qualify for the MEP, the child really needs extra help. The recruiter does not believe that the government makes the best use of its funds; the recruiter believes it is better to spend this money helping needy children, regardless of their eligibility for the MEP. Trainer’s Notes Share and discuss the four reasons for falsification identified in the National ID&R Manual by clicking to display each reason on the next two slides. Ask participants to share whether they wrote a similar reason. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 24

Why Falsify? Module 6 Level 2 The recruiter, by having the authority to decide which families are eligible and which are not, gains status or importance in the migrant community. The recruiter feels that identifying more eligible migratory children makes his or her job more secure. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 25

Falsifying Information
Trainer’s Resource Materials Falsifying Information Module 6 Level 2 If a recruiter falsifies a COE to make an ineligible child or youth appear eligible, the consequences can be dire for the state, local MEP, and the recruiter. What consequences may occur if a COE is falsified to make it appear the child is eligible? Trainer’s Notes Have participants read through the information presented on the slide, then click to show the question. Ask participants to consider what consequences may occur at the state, local, MEP, or recruiter level if a COE is falsified and a child appears eligible. Ask participants to think about what they would do if a supervisor or co-worker asked them to sign a COE knowing that some of the information on the COE was incorrect— maybe the QAD was changed because there was a conflict with summer school dates. After discussion, share the bullets on the next slide, elaborating as needed. Discussion Points States are liable for money spent on ineligible children. Local programs can lose MEP funding. MEP staff (including recruiters) can face prosecution. Falsifying information undermines both the fiscal and programmatic integrity of the MEP. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 26

What Should You Do… Module 6 Level 2 If you feel pressured by a supervisor or colleague to enroll a child who does not appear to be eligible? Make it clear that you are not comfortable with what is being asked. Write down what happened with as much detail as possible. Report what happened to the appropriate person. Talking Points If recruiters feel pressured by a supervisor or colleague to enroll a child who does not appear to be eligible, they should make it clear they are not comfortable with what is being asked. Write down what happened with as much detail as possible. If others witnessed what happened, they should write down what they observed as well. Report what happened to the appropriate person. If the supervisor is the person who is applying the pressure, recruiters should report the problem to someone at a higher level within the MEP. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 27

Final Thoughts Module 6 Level 2 It is everyone’s job to preserve the integrity of the MEP and to maintain public confidence in the program’s efforts to find and serve eligible migratory children. Mistakes are not crimes, so the honest recruiter does not have to worry. Trainer’s Notes Share the final thoughts on the slide. Tell participants to keep in mind that there is a big difference between an honest mistake and intentionally providing false information. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 28

Level 2: Assessment Module 6 Level 2 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. 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 29

One for Me, One for You Module 6 Level 2 Please respond to at least one sentence starter in your Module 6 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. Trainer’s Notes Participants 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 6 Level 2 Outline. Sentence Starters: I learned… I still want to know… I would like to have more training on… Participants should leave one statement so their feelings on the day’s training can be assessed and any subsequent trainings modified as needed. National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 30

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