M1L2 Trainer - Amazon Web Services · Web viewLevel 2: Assessment and Key 12–15 One copy per participant, Key is for trainer only. Not all temporary or seasonal workers are eligible

Trainer’s Resource Materials Module 1 Level 2

How to Use the Trainer’s Resource MaterialsName of Activity Slide

#Title of Resource

Page(s)Page

#Prep Directions for

Resource Pages

Identification and Recruitment: Challenges

14 Challenges of ID&R 3–10 One set of cards printed on cardstock.Tape each card to the top of a large sheet of chart paper.Post the chart paper around the room prior to the training.Participants will be writing on chart paper below the cardstock.

16 Challenges of ID&R Key 11 One copy per participant

Level 2: Assessment

17 Level 2: Assessment and Key

12–15 One copy per participant, Key is for trainer only.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 2

Trainer’s Resource Materials Module 1 Level 2

Not all temporary or seasonal workers are

eligible for the MEP.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

Trainer’s Resource Materials Module 1 Level 2

Migratory families are self-sufficient

and are not accustomed to seeking help

outside their circle of families and

friends.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

Trainer’s Resource Materials Module 1 Level 2

Many migratory children are

“invisible.” Instead of going to school,

they may stay home or go to work with their

parents.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 5

Trainer’s Resource Materials Module 1 Level 2

Some migratory families do not read or speak

English.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 6

Trainer’s Resource Materials Module 1 Level 2

It is difficult to find and recruit youth

who travel on their own.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

Trainer’s Resource Materials Module 1 Level 2

Places where migratory families work and reside

are often remote, and employers may not want

their employees to have outside

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

Trainer’s Resource Materials Module 1 Level 2

visitors during the work day.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

Trainer’s Resource Materials Module 1 Level 2

There is considerable turnover in migratory

agricultural and fishing work.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

Trainer’s Resource Materials Module 1 Level 2

The MEP may not be able to serve

all migratory children. Some

schools may not have the

resources or services the

children need.National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

Trainer’s Resource Materials Module 1 Level 2

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 12

Trainer’s Resource Materials Module 1 Level 2

Challenges of ID&R KeyChallenge Possible Solution

Not all temporary or seasonal workers are eligible.

Know and apply the factors to determine eligibility.

Migratory families are self-sufficient and are not accustomed to seeking help outside their circle of families and friends.

Develop a trusting relationship with families over time to help them secure the resources they need, such as a directory of social service agencies, medical clinics, food banks, counseling and legal services, tutoring, English classes, and other services.

Many migratory children are “invisible.” Instead of going to school, they may stay home or go to work with their parents.

Actively recruit by using all the skills and opportunities at your disposal. This includes being fully engaged in understanding the eligibility requirements; having good networks; having good interviewing and communication skills; knowing where families live, work, and socialize; working effectively with other recruiters and agencies; developing work priorities; and following up on every referral provided by your recruitment network.

Some migratory families do not read or speak English.

Give non-English-reading families materials in the family’s native language whenever possible; use an interpreter with families that don’t speak English.

It is difficult to find and recruit youth who travel on their own.

Identify places youth may frequent during evenings and weekends, such as restaurants, Spanish movie theaters, legal aid centers, seasonal farm worker centers, community centers, and places of worship.

Places where migratory families work and reside are often remote, and employers may not want their employees to have outside visitors during the work day.

Arrange to meet before or after the work day, or at other venues such as restaurants, Spanish movie theaters, legal aid centers, seasonal farm worker centers, community centers, and places of worship.

There is considerable turnover in migratory agricultural and fishing work.

Work with farmers and ranchers and agencies such as the Farm Bureau, Department of Agriculture, Legal Aid, and farm worker support groups to find out when

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 13

Trainer’s Resource Materials Module 1 Level 2

Challenges of ID&R Keymigratory workers will likely arrive in the area to work on specific crops and in processing plants.

The MEP may not be able to serve all migratory children. Some schools may not have the resources or services the children need.

Explain to the parents or youth the importance and need for identifying migratory children to assess their needs and plan for future services. Although educational services may not be readily available and appropriate, other support services may be accessed immediately.

Level 2: Assessment1. Indicate which statement(s) below are identification or recruitment activities.

A. Providing families with referrals to programs.

B. Actively looking for and finding migratory children and youth.

C. Contacting the family or youth and obtaining the necessary information to document a child/youth’s eligibility.

2. Why is it so important to identify and recruit migratory children, families, and youth? List two reasons.

1.

2.

3. Select three identification and recruitment challenges from the following list. For each challenge you select, provide one activity that a recruiter can do to address that challenge.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

Trainer’s Resource Materials Module 1 Level 2

Challenge Possible SolutionNot all temporary or seasonal workers are eligible.

Migratory families are self-sufficient and are not accustomed to seeking help outside their circle of families and friends.

Many migratory children are “invisible.” Instead of going to school, they may stay home or go to work with their parents.

Some migratory families do not read or speak English.

It is difficult to find and recruit youth who travel on their own.

Places where migratory families work and reside are often remote, and employers may not want their employees to have outside visitors during the work day.

There is considerable turnover in migratory agricultural and fishing work.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 15

Trainer’s Resource Materials Module 1 Level 2

The MEP may not be able to serve all migratory children. Some schools may not have the resources or services the children need.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

Trainer’s Resource Materials Module 1 Level 2

Level 2: Assessment Key1. Match each term with its correct definition.

A – Neither identification or recruitment Providing families with referrals to programs.

B – Identification Actively looking for and finding migratory children and youth.

C – Recruitment Contacting the family or youth and obtaining the necessary information to document a child or youth’s eligibility.

2. Why is it so important to identify and recruit migratory children, families, and youth? List two reasons.

Answer should include: MEP responsibility, only way the MEP can provide services, ensure the right children are served.

3. Select three identification and recruitment challenges from the following list. For each challenge you select, provide one activity that a recruiter can do to address that challenge.

Responses may include:

Challenge Possible SolutionNot all temporary or seasonal workers are eligible.

Know and apply the factors to determine eligibility.

Migratory families are self-sufficient and are not accustomed to seeking help outside their circle of families and friends.

Develop a trusting relationship with families over time to help them secure the resources they need, such as a directory of social service agencies, medical clinics, food banks, counseling and legal services, tutoring, English classes, and other services.

Many migratory children are “invisible.” Actively recruit by using all the skills and

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

Trainer’s Resource Materials Module 1 Level 2

Instead of going to school, they may stay home or go to work with their parents.

opportunities at your disposal. This includes being fully engaged in understanding the eligibility requirements; having good networks; having good interviewing and communication skills; knowing where families live, work, and socialize; working effectively with other recruiters and agencies; developing work priorities; and following up on every referral provided by your recruitment network.

Some migratory families do not read or speak English.

Give non-English-reading families materials in the family’s native language whenever possible; use an interpreter with families that don’t speak English.

It is difficult to find and recruit youth who travel on their own.

Identify places youth may frequent during evenings and weekends, such as restaurants, Spanish movie theaters, legal aid centers, seasonal farm worker centers, community centers, and places of worship.

Places where migratory families work and reside are often remote, and employers may not want their employees to have outside visitors during the work day.

Arrange to meet before or after the work day, or at other venues such as restaurants, Spanish movie theaters, legal aid centers, seasonal farm worker centers, community centers, and places of worship.

There is considerable turnover in migratory agricultural and fishing work.

Work with farmers and ranchers and agencies such as the Farm Bureau, Department of Agriculture, Legal Aid, and farm worker support groups to find out when migratory workers will likely arrive in the area to work on specific crops and in processing plants.

The MEP may not be able to serve all migratory children. Some schools may not have the resources or services the children need.

Explain to the parents or youth the importance and need for identifying migratory children to assess their needs and plan for future services. Although educational services may not be readily available and appropriate, other support services may be accessed immediately.

National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 18