1. Identifying Migratory Families
Trainer’s Resource Materials
Module 4 Level 2
Identifying Migratory Families
Developing a Recruitment Network
National ID&R Curriculum, Module 4 Level 2
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

2. Materials Module 4 Level 2 Outline Handouts, as needed Pen or pencil
Trainer’s Resource Materials
Materials
Module 4 Level 2
Module 4 Level 2 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Talking Points
This module is based on the National ID&R Manual, Chapter 4: Building a Recruitment Network and Chapter 5: Developing Action Plans and Contacting Families.
Use the Module 4 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 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 2: Goal
Module 4 Level 2
The participant will know how to develop a recruitment network.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

4. Level 2: Objectives Participants will be able to
Trainer’s Resource Materials
Level 2: Objectives
Module 4 Level 2
Participants will be able to
describe the purpose and function of an MEP recruitment network;
identify successful strategies for building and maintaining a MEP recruitment network;
learn how to develop, maintain, and assess contact lists and profiles of network members; and
use surveys, questionnaires, and informal interviews to gather information from the network.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

5. Level 2: Agenda Networks and the MEP
Trainer’s Resource Materials
Level 2: Agenda
Module 4 Level 2
Networks and the MEP
Resources for Building Your Recruitment Network
How Can They Help Us Find Families?
Contact Lists and Profiles
Assessment
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

6. Networks We Use business networks television computer networks
Trainer’s Resource Materials
Networks We Use
Module 4 Level 2
business networks
television
networks
computer
networks
Trainer’s Notes
Tell participants that we all use networking in our personal and professional life.
Ask participants to share with the whole group some types of networks with which they are familiar.
When participants have had the opportunity to state a few examples, click to display icons on the slide; discuss whether the examples pictured match what was shared.
Click to the next slide.
telecommunication networks
social networks
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

7. Networks Why do you use them? What makes them useful? Materials
Trainer’s Resource Materials
Networks
Module 4 Level 2
Why do you use them?
What makes them useful?
Materials
One sheet of chart paper, with the information from the slide written on it
Trainer’s Notes
Ask participants to think about why they use some of the networks they stated. What makes them useful? Record participant responses on chart paper.
Click to the next slide.
Talking Points
Connect you to more information
Provide a link to another person or organization
Can provide referrals
Allow you to meet with other people
Connect you to other programs, videos, websites, etc.
Enable you to communicate more efficiently
Enable you to communicate with a greater number of people
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

8. Trainer’s Resource Materials
Networking
Module 4 Level 2
Creates a supportive system to share information and services among individuals and groups having a common interest.
Trainer’s Notes
Refer to the chart paper participants just created and let them know that an MEP recruitment network can be useful to recruiters in many of the same ways.
Tell participants if they look up the meaning of the word networking, they will find many definitions. Click to display the definition of what it means to network for the day’s purpose.
Ask participants to take a moment and think about what networking means to them. Have them record their thoughts in their Outline (p. 1). Ask a few participants to share their thoughts.
Click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

9. MEP Recruitment Network
Trainer’s Resource Materials
MEP Recruitment Network
Module 4 Level 2
A supportive system of sharing information and services among individuals and groups having a common interest.
What information and services might need to be shared within the MEP?
Trainer’s Notes
Ask participants to now think about what this definition means in terms of recruiting for the MEP. What information and services should be shared?
Ask participants to make suggestions and add any new suggestions not already listed to the chart paper.
Check if any of the other statements regarding what makes networks useful also apply to a recruitment network; strike through those that do not apply. Revise the title on the poster to read “Networks for Recruiting.”
Click to the next slide.
Discussion Points
Information about community, state, or federal services that might be available to assist families
Information about organizations that are available to provide support to the program
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

10. Purpose of a MEP Recruitment Network
Trainer’s Resource Materials
Purpose of a MEP Recruitment Network
Module 4 Level 2
Work with a partner.
Determine a purpose for having a recruitment network in the MEP.
Record in Outline.
Materials
One sheet of chart paper with the following title: Purpose of a MEP Recruitment Network
Trainer’s Notes
Ask participants to talk with the person sitting next to them and determine a purpose for having a recruitment network in place. Have them record the purpose in their Outline (p. 1). When all pairs are done, ask them to stand and find a pair from another table group and share.
Have a whole group debrief to allow pairs to share. Record the first response on chart paper and ask if anyone has something similar. Allow those who have a different statement to share; record on chart paper.
Discuss statements listed on chart paper and work with the group to record an overall purpose for the MEP that all can agree with.
Tell participants the poster will be left up for the duration of the training to help keep them focused on the purpose.
Click to the next slide.
Discussion Points
To most effectively and efficiently find all eligible migratory children
To be aware of all services and organizations available to assist migratory families
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11. How Do You Develop A Recruitment Network?
Trainer’s Resource Materials
How Do You Develop A Recruitment Network?
Module 4 Level 2
Learn about your recruitment area.
Build strong working relationships.
Exchange information on an ongoing basis.
Promote the MEP.
Trainer’s Notes
Read through and discuss the bullets on the slide.
Click to the next slide.
Talking Points
The recruiter should first learn as much as possible about his or her recruitment area, especially what is known about the migratory community and which local people and organizations are most trusted within that community.
By building relationships with these people and organizations, the recruiter will have access to current and accurate information and referrals.
The recruiter can also use these contacts to spread information within the migratory community about the MEP and its benefits to families, employers, and the community.
To begin developing a recruitment network, recruiters need to first ask themselves one question.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

12. Where Can We Find Our Migratory Families?
Trainer’s Resource Materials
Where Can We Find Our Migratory Families?
Module 4 Level 2
Trainer’s Notes
Remind participants that if they took part in in Level 1, there were some initial discussions regarding where to find migratory families.
Level 2 will take that knowledge one step further.
Click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

13. Resources for Building Your Recruitment Network
Trainer’s Resource Materials
Module 4 Level 2
Resources for Building Your Recruitment Network
Think quietly first.
Brainstorm as a table group.
Record one organization on each Post-it®.
Come up with as many as you can.
Materials
One sheet of chart paper for the trainer, oriented in landscape position with the following title: Resources for Building Your Recruitment Network
Markers
At least 10 small Post-its® per table group
Trainer’s Notes
Tell participants to think quietly for a moment about who they rely on in their communities for the best referrals or information on migratory children and families.
Now ask participants to brainstorm together as a table group for about three minutes and record each source they think of on a separate Post-it®.
Facilitate groups that need assistance by asking them questions that might prompt them to think of other sources. Are there any local growers they might be able to visit? What local businesses might migratory workers/families visit?
When all table groups have many Post-its® filled out, click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

14. Resources for Building Your Recruitment Network
Trainer’s Resource Materials
Module 4 Level 2
Resources for Building Your Recruitment Network
Join another table group—take your Post-its®.
Draw the tree diagram.
Place each Post-it® under a category.
Visit each tree diagram.
Look for similarities/ differences.
Discuss.
Materials
Chart paper, one per every two table groups (more than two table groups can be combined if there are over ten tables)
Markers
Sample Tree Diagram, p. 4 in Trainers Resource Materials, one copy for trainer only
Trainer’s Notes
Have table groups pair up with all their Post-its®. Ideally, each pair of tables will have at least 20 Post-its® combined.
Use the Sample Tree Diagram to draw and label the five categories listed on the chart paper from the previous slide entitled Resources for Building Your Recruitment Network.
Ask participants to work with their combined table groups. They will draw the tree diagram you have on your chart paper, then determine which category each of their Post-its® should be placed under.
When all groups have finished, click to display the last three bullets. Have participants display their chart papers and provide time for a carousel walk of the tree diagrams. Encourage participants to look for similarities and differences and allow time to talk about these when they are done with the carousel.
Have table groups return to their seats.
Click to the next slide.
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15. How Can They Help Us Find Families?
Trainer’s Resource Materials
How Can They Help Us Find Families?
Module 4 Level 2
Record categories on your Outline.
Reading Jigsaw
Become an expert on your topic.
Number off 1–5.
Form a group of 1s, 2s, etc.
Get your assigned reading.
Materials
Readings 1–5: Recruitment Network; copies for this activity will be determined by the trainer depending on the number of participants—see Trainer’s Resource Manual for guidance
Highlighters, one per participant
Trainer’s Notes
Allow participants a few minutes to record the categories listed on their Outline (p. 2). They do not need to record the organizations listed underneath each one.
Next, tell participants they will be engaging in a jigsaw activity to help them understand each category and exactly how it may assist in their recruiting efforts.
Click to show the directions and review them with participants. Number participants 1–5. Have all “1s” get together and give them Reading #1. Have all “2s” get together and give them Reading #2, etc.
Click to the next slide.
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16. How Can They Help Us Find Families?
Trainer’s Resource Materials
How Can They Help Us Find Families?
Module 4 Level 2
Reading Jigsaw
Read the information silently.
Discuss how the organization(s) you read about can assist with finding migratory children and families.
Highlight specific information from the reading to support your response.
Each participant should be prepared to share with the group.
Trainer’s Notes
Review the jigsaw directions on the slide.
Monitor groups to facilitate discussions, as needed.
When all groups are done, click to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

17. How Can They Help Us Find Families?
Trainer’s Resource Materials
How Can They Help Us Find Families?
Module 4 Level 2
Materials
Chart paper you created, Resources for Building Your Recruitment Network, with tree diagram
Sample Tree Diagram with additional information, p. 13 in Trainer’s Resource Materials, one copy for trainer only
Markers
Trainer’s Notes
Each team of experts will now share what they learned. As a team speaks, the trainer should record key discussion points on the tree diagram under the appropriate heading. As an option, refer to Sample Tree Diagram to assist in facilitating the debrief.
Remind participants to take notes under each category in their Outline (p. 3).
When discussion of all categories is completed, ask participants how they think this information might help them in their recruitment efforts. Allow for table discussions, then ask a few participants to share.
Click to the next slide.
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18. Final Thoughts on Developing a Network
Trainer’s Resource Materials
Final Thoughts on Developing a Network
Module 4 Level 2
Recruiting networks refer potentially eligible children to the MEP.
Only MEP staff can determine whether a child is eligible.
Network members should be careful not to promise MEP services.
Trainer’s Notes
Click to the next slide.
Talking Points
The recruiter should encourage members of the recruiting network to refer potentially eligible children to the MEP.
At the same time, the recruiter should let network members know that only MEP staff can determine whether a child is eligible to receive MEP services. Thus, network members should be careful not to promise families that their children will receive services.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18

19. Building Contact Lists and Profiles
Trainer’s Resource Materials
Building Contact Lists and Profiles
Module 4 Level 2
Contact List
Name, organization, phone, fax,
Profile
A profile is a brief summary of what you need to know about an organization.
It differs from one organization to another.
Trainer’s Notes
Tell participants that since they’ve developed this diagram of potential recruitment leads, they are going to spend time discussing how to organize the information they will receive from these groups.
One way to do this is to create Contact Lists and Profiles.
Review the bullet under Contact List. Discuss as needed. Ask participants why they think an organized contact list might benefit them. Allow them to record any information about contact lists in their Outline (p. 4).
Participants may have familiarity with creating a contact list; profiles may be new to them.
Introduce the term “profile” by clicking to display the next bullets and discussing.
Click to the next slide.
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20. Employer Profiles Serves as a primary agricultural recruitment tool
Trainer’s Resource Materials
Employer Profiles
Module 4 Level 2
Serves as a primary agricultural recruitment tool
Builds a historical record of agriculture in the area
Trainer’s Notes
Click to the next slide.
Talking Points
Tell participants that profiles for different organizations can look very different. For today’s purposes, they will focus on a profile for an employer.
An informational directory will be created for the profiles of employers in the area that hire temporary or seasonal agricultural or fishing workers. Over time, the recruiter can expand this directory which will become the primary agricultural recruitment tool.
It is not only beneficial to the current recruiter, but it builds a historical record for future recruiters who may one day take over the region.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 20

21. Trainer’s Resource Materials
Employer Profiles
Module 4 Level 2
Capture information for a profile through an employer survey
Organize profiles so that anyone in the MEP can easily access and use them
Materials
Migrant Education Workplace Survey, p. 14 in Trainer’s Resource Materials
Trainer’s Notes
Pass out the Migrant Education Workplace Survey and allow participants to review the information listed. Ask if there is any other information they want to add. If participants have many suggestions, allow table groups to brainstorm and revise the survey.
Let participants know that the sample Workplace Survey used in this activity as well as samples of Employee surveys and School surveys can be found in the National ID&R Manual, Appendix III: Sample Surveys.
Additionally, the National ID&R Manual, Appendix V: Sample Letters includes samples letters for employers and schools to introduce the MEP, while Appendix IV: Sample Brochures includes samples of MEP brochures.
Share any samples developed and being used by the state MEP.
Click to the next slide.
Talking Points
Many recruiters will contact an employer to introduce themselves and the MEP, then leave a survey to capture the information they would like to have on record in the employer’s profile.
Other recruiters will complete the survey as they meet with an employer, if the employer has allotted time for an interview.
Ideally, the information collected should be organized in the recruiter’s office so that those seeking information about the employer can find it easily and understand the information collected.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 21

22. Establishing Relationships: A Few Tips
Trainer’s Resource Materials
Establishing Relationships: A Few Tips
Module 4 Level 2
Gain the trust of the employer.
Do not contact the employer too often.
Determine the best times to contact the employer.
Value the employer’s time.
Trainer’s Notes
Tell participants this segment will end with a few tips to help foster the relationship between recruiter and employer.
Ask participants to think about other tips they have learned for establishing and maintaining relationships with employers and/or community organizations and allow time for those tips to be shared and recorded, if needed.
Click to the next slide.
Talking Points
It is important for the recruiter to gain the trust of the employer, which can be accomplished by demonstrating honesty, responsibility, confidentiality, and consideration to the employer.
The recruiter should make sure not to overburden the employer with constant inquiries as this is sure to diminish their working relationship.
Additionally, the recruiter should take notice of times when the employer is not busy, as these times provide quality opportunities to build relationships. When an employer is dealing with a crisis on the farm, the recruiter should visit another time; this is not the time to promote the MEP.
Discussion Points
Provide clear information on why the recruiter is interested in finding migratory families.
Describe what migratory families can expect from the MEP.
Keep promises to migratory families and organizations and be careful not to make promises that cannot be kept.
Protect the family’s privacy and confidentiality.
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23. Contact Lists and Profiles
Trainer’s Resource Materials
Contact Lists and Profiles
Module 4 Level 2
What’s the difference
In how they look?
In what they’re used for?
When should they be updated?
How?
Trainer’s Notes
Tell participants they will now spend a few moments making sure they understand the difference between contact lists and profiles.
Give participants a few minutes to discuss the questions regarding the differences with their table group; allow for whole-group sharing.
Encourage participants to record the differences on their Outline (p. 4).
Click to display the next questions regarding updating these resources. Allow participants to share their thoughts with the group.
Click to the next slide.
Discussion Points
Encourage participants to update both contact lists and profiles throughout the year as they become aware of new agencies/organizations/employers.
Participants should also allow time at the beginning of each school year to make phone calls to existing organizations to see if any information has changed on their profiles.
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24. Contact Lists and Profiles
Trainer’s Resource Materials
Contact Lists and Profiles
Module 4 Level 2
How do we assess our recruitment network?
Materials
Sample Recruitment Network Assessment, p. 15 in Trainer’s Resource Materials, one copy per participant
Trainer’s Notes
Ask participants to think about the question on the screen for a minute. Ask volunteers to share their thoughts.
Pass out the Sample Recruitment Network Assessment. Tell participants they may wish to create a similar document to allow their MEPs to work together and assess the effectiveness of each member of their recruitment networks.
Give participants time to review the Sample Assessment. Ask if they would add or delete any questions in creating their own assessments. As an option, allow table groups to work together to revise and share.
Click to the next slide.
Discussion Points
Determine which contacts (organizations, employers, etc.) provide the most leads for finding migratory families.
For those contacts that do not provide many leads, try to determine why they are not meeting needs. Does the responsibility fall on the organization/employer, or the MEP?
Talking Points
The first step in deciding whether an organization has been effective in leading recruiters to migratory families is determining if the MEP has made the right connections with them.
Recruiters would not want to remove any organization from their contact lists without first ensuring the MEP has taken the steps necessary to establish an effective working relationship.
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25. Level 2: Assessment Please complete the assessment independently.
Trainer’s Resource Materials
Level 2: Assessment
Module 4 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.
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