ID&R coordinators and key ID&R staff should make a point of attending local, regional, statewide and national trainings when possible as part of their ongoing professional development. Developing a State or Local Training Curriculum. The initial training provided to the new recruiter is essential to his or her future success and can help ensure that eligibility determinations made in the recruiter’s first year are correct. Experienced ID&R staff report that most eligibility mistakes are made by the rookie recruiter, which highlights the importance of effective initial training. As mentioned earlier, experienced recruiters can also make mistakes if they do not stay abreast of changes to eligibility requirements and evolving “best practices” in ID&R. Therefore, it is important to provide ongoing advanced training as well. Before an administrator begins to develop a training curriculum or to expand on the national ID&R Curriculum available at , he or she should ask the following questions: Has sufficient time been set aside to train new recruiters? Does the program have copies of the federal law, regulations and Guidance that pertain to the MEP (if not, they are available on the ED’s website at )? Does the program have a and post-assessment that can be given to new recruiters to find out what they already know and help focus the training on their specific training needs (as well as to measure their increased knowledge)? Is the state ID&R manual up-to-date and ready to be used as a primary source of guidance for new recruiters? Has the program developed or borrowed interesting learning activities (such as games, role plays or mock interviews) that can be used to reinforce eligibility rules and interviewing skills? Has the program determined how to select, train and support mentors? (See Chapter 10.) Is the program prepared to respond to questions that new recruiters will have after they begin their work? Has the program developed standards for what a recruiter needs to know before being allowed to make preliminary eligibility determinations and a way of assessing that the recruiter has met the standard? Does the training incorporate a combination of classroom, field-based training, and independent study? Has thought been given to how to evaluate whether recruiters have learned what the curriculum is designed to teach?
Programs and services that may be available to your family Parent involvement activities English language classes Preschool programs Tutoring Summer education programs (reading, mathematics, etc.) After school programs High school credit for graduation High School Equivalency Program College Assistance Migrant Program Scholarship information Help with school supplies Career education and awareness Emergency health services Medical/dental assistance Referral services to other local agencies Please contact us for more information! [Insert contact information here.] Title I, Part C Migrant Education Program Information for Migrant Parents Help YOUR child succeed in school!
Refresh research. On-going, Annually Activity Timeline Network Update contact information on recruitment network. On-going Follow up regularly with key contacts, particularly when they provide leads on local migrant families. Weekly Participate in health, job, and community fairs. Annually Follow up with employers and others in recruitment network through phone calls. Weekly Follow up with school to check on new students. Monthly Check to see if employers are including MEP materials in new employee packets. Monthly Solicit feedback form from employer. Seasonally Attend community organization meetings. Monthly Send “icebreaker” and “thank you” letters. Seasonally Prepare Check recruiter tool kit for completeness. Weekly Check safety tool kit for completeness. Weekly Prepare and replenish “welcome kits” for families. Weekly Recruit Work with schools, community organizations, etc. to see if they will include pre-screening questions for the MEP as part of their enrollment or intake process. Annually Canvass areas where concentrations of migrant children and their families are likely to be found (e.g., migrant labor camps, major local employers). Seasonally Visit ESL/GED classes. Monthly Inform families whether their children are eligible. Monthly Follow up on referrals. Weekly Schedule recruitment visits and interviews. Weekly Promote the MEP through community outreach using public media. Monthly, Quarterly