Certificates of Eligibility - Migrant Student Data, Recruitment and

Transcription

Contact Information
Washington State Migrant Education Program
Migrant Student Data & Recruitment Office
MSDR 810-B East Custer Avenue Sunnyside, Washington 98944
(509) 837-2712 / 800-274-6084

FAX:
Office Email:
Website:

(509) 839-9017
[email protected]
www.msdr.org
Director:
Lionel G. Campos
Director’s Email: [email protected]
DATA MANAGEMENT SERVICES COMPONENT
Coordinator
Lisa Schlenker
Email: [email protected]
Data Management Specialists/Trainers
 Evangelina “Bengie” Aguilar
 Eric Garza
 Margaret Lopez
 Alvina Ocegueda
Identification & Recruitment Handbook
Acronyms & Abbreviations
Helpful acronyms and abbreviations used in this handbook include:
ACRONYM





























DEFINITION
CAMP ........................ College Assistance Migrant Program
COE ............................. Certificate of Eligibility
DISC ............................. Disconnected
DNQ ............................ Does Not Qualify
EOE .............................. End-of-Eligibility
FTE ............................... Full Time Equivalent
FER............................... Family Eligibility Review
GED ............................. General Education Diploma
HEP .............................. High School Equivalency Program
ID ................................. Identification
I/R ............................... Identification and Recruitment
LEA............................... Local Educational Agency
MA ............................... Made Appointment
MEP ............................. Migrant Education Program
MERO ......................... Migrant Education Regional Office
MSDR ......................... Migrant Student Data and Recruitment Office
MSIS ............................ Migrant Student Information System
NH ................................ Not Home
NI.................................. Not Interested
NP ................................ No Phone
NS................................. No Show
OSPI ............................ Office of Superintendent of Public Instruction
OSY .............................. Out-of-School Youth
OOS ............................. Out-of-School
PASS ............................ Portable Assisted Study Sequence
QAD............................. Qualifying Arrival Date
SEA .............................. State Educational Agency
SEMY .......................... Secondary Education for Migrant Youth
S/L/P ........................... Sent Letter to Parent
Table of Contents
Contact Information ______________________________________ Page 1
Acronyms and Abbreviations _____________________________ Page 2
Section 1: Introduction
Washington State Migrant Education Program ____________________ Section 1, Page 1
Identification and Recruitment Definition ________________________ Section 1, Page 1
Local I/R Responsibility _______________________________________ Section 1, Page 2
Role of the Home Visitor _____________________________________ Section 1, Page 3
Home Visitor Job Description __________________________________ Section 1, Page 4
Home Visitor Activities _______________________________________ Section 1, Page 5
Washington State Migrant Education Program ___________________ Section 1, Pages 6-18
General MEP Information -------------------------------------Section 1, Page 6
MEP Goal ----------------------------------------------------------Section 1, Page 6
Funding -------------------------------------------------------------Section 1, Page 7
Types of Services ------------------------------------------------Section 1, Page 7
MEP Office Locations -------------------------------------------Section 1, Page 8
Organizational Chart – WA MEP-----------------------------Section 1, Page 9
Organizational Structure Description ----------------------Section 1, Page 10
MEP Contact Information -------------------------------------Section 1, Page 11
MEP Project & Non-Project School Districts -------------Section 1, Page 12
Who is a Migrant Student? -----------------------------------Section 1, Page 13
What is Identification & Recruitment? (I/R)? ------------Section 1, Page 13
Sample Eligibility Questions ----------------------------------Section 1, Page 14
USDA Food and Nutrition Service MEP/LEA Memos ---Section 1, Pages 15-18
Section 2: Eligibility Criteria
Federal Definitions __________________________________________ Section 2, Pages 1-12
Child Eligibility ----------------------------------------------------Section 2, Page 1
What is the definition “migratory child”?-----------------Section 2, Page 1
Who is a “migratory agricultural worker”? ---------------Section 2, Page 2
Agricultural Work ------------------------------------------------Section 2, Page 2
Who is a “migratory fisher”? ---------------------------------Section 2, Page 2
Fishing Work ------------------------------------------------------Section 2, Page 2
Move or Moved --------------------------------------------------Section 2, Pages 3-4
In Order to Obtain -----------------------------------------------Section 2, Page 4
Qualifying Work --------------------------------------------------Section 2, Page 5
Seasonal Employment -----------------------------------------Section 2, Page 5
Temporary Employment ---------------------------------------Section 2, Page 5
Change of Residence -------------------------------------------Section 2, Page 6-7
“In order to obtain” ---------------------------------------------Section 2, Page 8
“personal subsistence” ----------------------------------------Section 2, Page 8
“out-of-school youth” ------------------------------------------Section 2, Page 8
“emancipated youth” ------------------------------------------Section 2, Page 9
“Guardian” --------------------------------------------------------Section 2, Page 9
Spouse Eligibility -------------------------------------------------Section 2, Page 10
Qualifying Move -------------------------------------------------Section 2, Pages 10-12
Table of Contents, Page 1
Table of Contents
Basic Eligibility for the Migrant Education Program (MEP) ___________ Section 2, Pages 13-17
Migrant Education Eligibility Factors -----------------------Section 2, Page 13
Move ----------------------------------------------------------------Section 2, Page 14
Qualifying work --------------------------------------------------Section 2, Page 14
Seasonal Employment------------------------------------------Section 2, Page 15
Temporary Employment ---------------------------------------Section 2, Pages 15-16
Agricultural Work ------------------------------------------------Section 2, Page 16
Fishing Work ------------------------------------------------------Section 2, Page 16
Sample Eligibility Questions ----------------------------------Section 2, Page 17
Eligibility Review Exercises ____________________________________ Section 2, Pages 18-19
Eligibility Exercise 1 ---------------------------------------------Section 2, Page 18
Eligibility Exercise 2 ---------------------------------------------Section 2, Page 19
Section 3: Interviewing Migrant Families
Conducting a Successful Interview______________________________ Section 3, Page 1
The Interview -----------------------------------------------------Section 3, Page 1
Interviewing Techniques --------------------------------------Section 3, Page 1
Interviewing a Migrant Family -------------------------------Section 3, Page 1
Tips to Consider --------------------------------------------------Section 3, Pages 2-5
When Conducting Home Visits ------------------Section 3, Page 2
Yellow Flags -------------------------------------------Section 3, Page 3
Key Questions ----------------------------------------Section 3, Page 4
Assumptions and Judgments ---------------------Section 3, Page 4
Leading Questions -----------------------------------Section 3, Page 5
Conducting a Successful Interview--------------------------Section 3, Pages 6-7
Recruiting Tips----------------------------------------Section 3, Page 6
Sample Door Knob Message ----------------------Section 3, Page 7
Home Visitor Ethic Guidelines -------------------------------Section 3, Pages 8-14
The Home Visitor Instinct -------------------------Section 3, Page 8
Lessons Learned: Eligibility -----------------------Section 3, Page 8-10
Warning Signs -------------------------Section 3, Page 8
Quality Control ------------------------Section 3, Page 9
Falsification ----------------------------Section 3, Page 10
Conclusion ------------------------------Section 3, Page 10
Sample Home Visitor Ethics Guidelines -------Section 3, Page 11-14
Migrant Education Home Visitor Standard of Ethics --------- Section 3, Page 11
Migrant Education Home Visitor Standards of Conduct ----- Section 3, Page 11
Identify Fraud, Falsification or Misconduct ----- ------------- Section 3, Page 12
Report Fraud, Falsification or Misconduct ------ ------------- Section 3, Page 13-14
Table of Contents
Section 4: Eligibility Scenarios/Ruling
Eligibility Ruling_____________________________________________ Section 4, Page 1
Eligibility Scenarios/Ruling ____________________________________ Section 4, Page 1-16
Children born after the QAD ---------------------------------Section 4, Page 1
Dropping Children Enroute to Final Destination --------Section 4, Page 1
Duration of Move------------------------------------------------Section 4, Page 2
Early Moves -------------------------------------------------------Section 4, Page 2
Economic Necessity ---------------------------------------------Section 4, Page 3
Emancipated Youth ---------------------------------------------Section 4, Page 3
Hauling -------------------------------------------------------------Section 4, Page 4
In Order to Obtain -----------------------------------------------Section 4, Page 4-6
Intent—Crop ------------------------------------------------------Section 4, Page 6
Intent—Refuge ---------------------------------------------------Section 4, Page 7
International Moves --------------------------------------------Section 4, Page 7
Late Identification -----------------------------------------------Section 4, Page 7
Moves: Prior History (Residency Date) --------------------Section 4, Page 8
Moves of Short Duration --------------------------------------Section 4, Page 8
Move outside Washington State ----------------------------Section 4, Page 9
Personal Subsistence -------------------------------------------Section 4, Page 9
Qualifying Worker -----------------------------------------------Section 4, Page 10
School District Boundaries ------------------------------------Section 4, Page 11
Temporary Employment ---------------------------------------Section 4, Page 12-13
To Join Moves ----------------------------------------------------Section 4, Pages 14-15
Vacation ------------------------------------------------------------Section 4, Page 16
Section 5: Completing the Certificate of Eligibility
The Certificate of Eligibility (COE) ______________________________ Section 5, Page 1
Purpose ------------------------------------------------------------Section 5, Page 1
Information Included -------------------------------------------Section 5, Page 1
Exceptions ---------------------------------------------------------Section 5, Page 1
General Instructions _________________________________________ Section 5, Page 2
Instructions on how to complete a Certificate of Eligibility __________ Section 5, Pages 3-24
School Information ---------------------------------------------Section 5, Page. 3
Family Data--------------------------------------------------------Section 5, Page. 3-4
Qualifying Move and Work Data ----------------------------Section 5, Pages 5-14
Comments ---------------------------------------------------------Section 5, Pages 15-17
Residency Date ---------------------------------------------------Section 5, Page. 18
Child/School Data -----------------------------------------------Section 5, Pages 18-21
Parent/Guardian/Spouse/Worker Authorization and Signature ----Section 5, Page 22
Eligibility Certification ------------------------------------------Section 5, Page 23
Revalidation -------------------------------------------------------Section 5, Page 24
Process -------------------------------------------------------------Section 5, Page 25
Tools to Complete the Certificate of Eligibility ____________________ Section 5, Pages 26-27
Qualifying Activities and Crops ------------------------------Section 5, Page 26
Reference Guide for Certificate of Eligibility Completion ------------- Section 5, Page 27
The Certificate of Eligibility: Sample ____________________________ Section 5, Page 28
Challenge COE Form _________________________________________ Section 5, Page 29
COE Completion and Eligibility Questions ________________________ Section 5, Page 30
Table of Contents
Section 6: Local I/R Responsibility
State Identification and Recruitment Guidelines for
Local Education Agencies ( LEAs) _____________________________ Section 6, Page 1
State Identification and Recruitment Guidelines __________________ Section 6, Page 2
Home Visitor Job Description __________________________________ Section 6, Page 3
Home Visitor Activities-Percentage of Time Recommended _________ Section 6, Page 4
Active I/R: Finding Migrant Children ____________________________ Section 6, Pages 5-7
Definitions ---------------------------------------------------------Section 6, Page 5
Types of Surveys -------------------------------------------------Section 6, Pages 5-6
What to ask the School ----------------------------------------Section 6, Page 6
Registration Help ------------------------------------------------Section 6, Page 6
Survey in the Field -----------------------------------------------Section 6, Page 7
Employers ---------------------------------------------------------Section 6, Page 7
Sample Forms ______________________________________________ Section 6, Pages 8-14
Farm Contact/Employee Survey -----------------------------Section 6, Page 8
Eligibility Survey (English form) ------------------------------Section 6, Page 9
Cuestionario de Eligibilidad (Spanish form) --------------Section 6, Page 10
Title I Migrant Education Program (English form) ------Section 6, Page 11
Programa de Educación Migrante (Spanish form) ------Section 6, Page 12
Do You Qualify? (English form) ------------------------------Section 6, Page 13
¿Califica Usted? (Spanish form) -----------------------------Section 6, Page 14
COE Distribution and Filing Guidelines __________________________ Section 6, Page 15-16
I/R Activities: Recruiting Out-of-School (OOS) Youth _______________ Section 6, Page 17-18
Eligible Ages -------------------------------------------------------Section 6, Page 17
Out-of-School Youth --------------------------------------------Section 6, Page 17
Where are they? -------------------------------------------------Section 6, Page 17
Special Issues -----------------------------------------------------Section 6, Page 17
Graduate and GED Recipients --------------------------------Section 6, Page 18
Social Service Assistance: Referrals ____________________________ Section 6, Pages 18-19
What Is It? ---------------------------------------------------------Section 6, Page 18
Federal Register --------------------------------------------------Section 6, Page 18
State Plan ----------------------------------------------------------Section 6, Page 19
Social Service Agencies ----------------------------------------Section 6, Page 19
Making the Referral-Tips for Making the Referral ------Section 6, Page 20
Follow Up ----------------------------------------------------------Section 6, Page 20
Statewide I/R Activities ______________________________________ Section 6, Page 21
Eligibility Rulings -------------------------------------------------Section 6, Page 21
100% Eligibility Accuracy Rate -------------------------------Section 6, Page 21
Family Eligibility Reviews (FERs) -----------------------------Section 6, Page 21
Examples of Social Service Agencies ____________________________ Section 6, Page 22
MSIS and I/R Retention Requirements __________________________ Section 6, Page 23
Home Visitor Log ___________________________________________ Section 6, Page 24
Form: Home Visitor Log ______________________________________ Section 6, Page 25
Home Visitor Log Acronyms and Abbreviations ___________________ Section 6, Page 26
Putting “Active” Into Active I/R ________________________________ Section 6, Pages 27-28
Mapping the School District ----------------------------------Section 6, Page 27
Networking with Community Agencies and Migrant Employers ----Section 6, Page 27
Canvas the Community ----------------------------------------Section 6, Page 28
Plan on Getting Out ---------------------------------------------Section 6, Page 28
Creating the I/R Plan--------------------------------------------------------Section 6, Page 29
Home Visitor Checklist -----------------------------------------------------Section 6, Page 30
Table of Contents
Section 7: MSIS for the Home Visitor
Eligibility __________________________________________________ Section 7, Page 1-5
COE Generation Report ----------------------------------------Section 7, Page 1
COE Revalidation Report --------------------------------------Section 7, Page 2
Possible Missed COE Report ----------------------------------Section 7, Page 3
Qualifying Arrival Date (QAD) Report ----------------------Section 7, Page 4
Termination Report ---------------------------------------------Section 7, Page 5
Section 8: Reference Materials
Reference Materials _________________________________________ Section 8, Page 1-68
School Information ----------------------------------------------Section 8, Page 1
Home Visitor Parent Packet ----------------------------------Section 8, Page 2
Identification and Recruitment Checklist -----------------Section 8, Page 3
Identification -----------------------------------------------------Section 8, Page 4
Certificates of Eligibility (COEs) ------------------Section 8, Page 4
MSDR User Forum -----------------------------------Section 8, Page 4
Qualifying Activities & Crops ---------------------------------Section 8, Page 5
Reference Guide for Certificate of Eligibility Completion------------Section 8, Page 6
Mexico Cities and Villages-------------------------------------Section 8, Pages 7-27
Guidance: Child Eligibility under Title I, Part C
of the Elementary and Secondary Act of 1965 ------Section 8, Pages 28-68
Section 1
INTRODUCTION
Section 1: Introduction
Section 1
INTRODUCTION
WASHINGTON STATE MIGRANT
EDUCATION PROGRAM
Many migrant families move from school district to
school district and from state to state. They
withdraw their children from one school and enroll in
another which interrupts their children’s education.
Often, children will be in a district for a limited time
span and will return to their homebase or move to
other areas where parents seek or obtain agriculture or fishing
employment. These children represent many ethnic groups and may have limited
English language skills. This, combined with irregular school attendance, poverty, often
inadequate nutrition, poor housing and a high incidence of health problems, leads to
low overall achievement and frustration, causing many children to drop out of school in
their early teens.
Congress established the National Migrant Education Program in 1966 in an effort to
meet the special needs of these children. This legislation authorized federal funding for
a specific group of children who had limited access to traditional school systems - the
children of migratory agricultural workers and fishermen. Washington State's Migrant
Education Program was developed in 1967, and was designed to provide services to help
educate migrant children. Migrant children may receive supplementary basic skills
instruction, supportive health services, and social service referrals, etc. The Washington
State Migrant Education Program works closely with other state migrant programs in an
effort to provide migrant students with the best possible education and increase the
number of migrant students graduating from high school.
Children who qualify for the Migrant Education Program are eligible for three years from
their qualifying arrival date (QAD).
Identification and Recruitment
Identification means determining the location and presence of migrant children.
Recruitment means making contact with migrant families, explaining the Migrant
Education Program (MEP), securing the necessary information to make a determination
that the child is eligible for the MEP, and recording the basis of the child’s eligibility on a
Certificate of Eligibility (COE). Upon successful recruitment of a migrant family, eligible
children may be enrolled in the MEP.
Section 1: Introduction, Page 1
Section 1
INTRODUCTION
Local I/R Responsibility
State Identification and Recruitment
Guidelines for Local Educational
Agencies
A local school or agency must comply with Federal and
State I/R guidelines and standards.
These guidelines are as follows:
 Provide ample time to conduct I/R activities must be assured. Duties other than I/R
responsibilities should not be assigned to the migrant funded portion of the home
visitor's time.
 Eligibility interviews should be held in the dominant language of the interviewee.
The school district/agency must clarify to OSPI how this is to be accomplished if the
home visitor does not meet this language requirement.
 Flexible work hours are essential including a work schedule to accommodate
impaction and the parent's daily work day/shift.
 A home visit should be made to determine the reason for a migrant student's
absence from school at least 2-3 school days from the last date attended. If this
service is provided to non-migrant students with basic or other funds, then this
service should also be provided to migrant students with basic or other funds.
 A local job description outlining I/R requirements and activities must be adopted. A
sample is included in the Washington State Identification and Recruitment
Handbook (Section 1, page 4). Training for any local staff members must be
provided by the MSDR office prior to I/R activities taking place.
 LEAs will be required to demonstrate responsibility for active identification and
recruitment of migrant students with a 100% COE/eligibility accuracy rate. Active
I/R consists of activities that lead to the location of all-migrant families and youth
residing within school district boundaries. This includes networking, advertising,
searching for and recruiting students outside of the school building and in the
communities wherever migrant families may reside. In the absence of meeting this
requirement, OSPI will require steps for corrective action as determined in WAC
392-164-410.
 A migrant home visitor log or other documentation to justify I/R activities is
required.
 Certificates of Eligibility (COE) must be completed accurately according to state and
federal guidelines, and must be kept on file according to record retention
requirements.
Section 1
INTRODUCTION
Role of the Home Visitor
Migrant Education is the only federal
program that requires recruitment. The
home visitor has a very special job. Some
reasons why this is so important are:

The children of migratory workers are
often invisible. They quietly come and
go, and do not attract very much
attention. Sometimes they attend
school on their own, and sometimes
they do not. If the children were not
recruited, many would not be in school at all.

Because the eligibility requirements are complex and are often difficult to interpret,
a trained home visitor is necessary to ensure that only eligible children are enrolled
in the program.

Migrant families tend to be very self-sufficient. They are not accustomed to looking
outside of their own family for help. Unless they are recruited into the program,
many will not seek out these services.

Many migrant families do not speak English in their home, and frequently there are
cultural differences between the home and school. For these and other reasons, it is
important that someone provide a link between the school and home.
Section 1
INTRODUCTION
HOME VISITOR—JOB DESCRIPTION
Directly Responsible to: Federal Programs Director
Identification and recruitment includes seeking out and identifying children who
potentially qualify for the program, completing the paperwork necessary to establish
their eligibility and enrolling them in the program. This includes gathering the
information needed to enroll them into the Migrant Student Information System (MSIS).
Minimum Qualifications








Must be able to read, write and speak fluently in English and/or the language spoken
by migrant parents, spouse and/or a student at home.
Must be a high school graduate and/or possess a GED.
Must be able to work with people, be patient and willing to help parents, and/or
student with questions, and provide resources, etc.
Must be able to travel and possess a valid Washington State Driver's License and
automobile insurance.
Must be able to attend regional and state in-service training.
Must be flexible, in order to work evening hours when needed.
Must be able to complete accurate and timely reports.
Must have the ability to develop a liaison role between the home, school and
community.
Job Description and I/R Activities—Major Responsibilities
1.
Actively identify and recruit all eligible migrant children residing in the school
district from 0 through 21 years of age. This includes: surveying the area,
establishing communication networks, establishing work relations with other
community agency personnel, employers and social services.
2. Complete, distribute and maintain a Certificate of Eligibility according to
state/federal guidelines for each eligible migrant family immediately upon arriving
to the school district (regardless if students are in school or not). (The home visitor
must be able to verify the family has resided within the district boundaries for a
minimum of 48 hours prior to processing an MSIS enrollment).
3. Annually verify families’ most recent move information.
4. Share information on eligibility of migrant families with preschool programs as
appropriate.
5. Provide assistance as a liaison between the home and school.
6. Promote activities between students, parents, educators and communities and
assist schools and parents to organize an active Parent Advisory Committee (PAC).
7. Share with migrant parents and students all school services/programs available to
them. This includes, instructional program, MSIS, physical exams and alternative
educational programs.
8. Network with other agencies providing services to migrant students to ensure a
coordinated service-delivery system.
9. Refer migrant families to appropriate health, social or legal services in order to
meet the needs of the migrant student's successful participation in school.
10. Prepare documentation such as a home visitor log, which reflects major home
visitor activities.
11. Prepare a list, when applicable, of migrant dropout students to be placed on file at
Local Education Agency (LEA).
12. Recruit out-of-school students into educational programs.
Section 1
INTRODUCTION
Home Visitor Activities
Percentage of Time Recommended
61% = Active Identification and Recruitment (I/R)





Complete, distribute and maintain a Certificate of Eligibility according to state/federal
guidelines for each eligible migrant family
immediately upon their arrival in the
school district (regardless of whether
students are in school or not). (The home
visitor must be able to verify that the
family has resided within their district
boundaries for a minimum of 48 hours).
Share information on eligibility of migrant
families with preschool programs where
appropriate.
Prepare a list, when applicable, of migrant
dropout students to be placed on file at
Local Education Agency (LEA).
Recruit out-of-school students into
educational programs
Verify families most recent qualifying
move on a yearly basis (Revalidation of
existing COE)
18% = Home/School Liaison



Provide assistance as a liaison between the home and school.
Promote activities between students, parents, educators and communities and assist
schools and parents to organize an active Parent Advisory Committee (PAC).
Share with migrant parents and students all school services/programs available to them.
This includes, for example, the instructional program, MSIS, PASS, physical exams and
alternative educational programs.
10% = Social Services Assistance



Network with other agencies providing services to migrant students to ensure a coordinated
service-delivery system.
Refer migrant families to appropriate health, social or legal services in order to meet the
needs of the migrant student’s successful participation in school.
Actively identify and recruit all eligible migrant children residing in the school district from 0
through 21 years of age. This includes, for example, surveying the area, establishing
communication networks, establishing work relations with other community agency
personnel, employers and social services.
10% = Documentation

Prepare documentation such as a home visitor log, which reflects major home visitor
activities.
1% = Other Identification and Recruitment Activities

Other
Section 1
INTRODUCTION
The following is a brief overview of the
Migrant Education Program (MEP)
and the guidelines of
Identification and
Recruitment in
Washington State.
Washington State’s MEP
program was developed
in 1967 and began
funding school districts
throughout the state.
General MEP
Information
Migrant Education Program (MEP) Funds support high quality education programs
for migratory children.
MEP funds help ensure that migratory children who move among the states are not
penalized in any manner by disparities among states in curriculum, graduation
requirements, or state academic content and student academic achievement
standards.
Funds also ensure that migratory children
not only are provided with appropriate
education services (including supportive
services) that address their special
needs but also that such children
receive full and appropriate
opportunities to meet the same
challenging state academic content
and student academic achievement
standards that all children are
expected to meet.
MEP Goal
It is the goal of the Migrant Education Program to ensure that all migrant students
reach challenging academic standards and graduate with a high school diploma or
complete a General Education Diploma (GED) that prepares them for responsible
citizenship, further learning, and productive employment.
Section 1
INTRODUCTION
Funding
The Migrant Education Program is authorized under Part C of
Title I of the Elementary and Secondary Education Act of
1965, as amended.
Each state is appropriated Migrant funds through the
Department of Education Office of Migrant Education in
Washington D.C.
Federal funding is allocated on a yearly basis to the
Washington State OSPI (Office of the Superintendent of Public
Instruction) to fund school districts and state/regional offices within Washington State.
Federal funds are allocated to the Office of Superintendent of Public Instruction (OSPI)
based on per pupil expenditure for education and counts of eligible migratory children,
age 3 through 21, residing within the state. OSPI authorizes the sub-grants to local
education agencies (school districts), institutions of higher education, and other public
and nonprofit agencies.
Types of Services
Funds are used to identify eligible children and provide education and support services.
Services to migrant children and their families may include:
 Supplemental academic programs to assist in the
achievement of state academic
standards.
 Instructional training
 Health programs
 Preschool programs (readiness,
transitioning to elementary education)
 Family home visiting and academic
counseling services
 Parental involvement
 Migrant student data collection
 Student leadership opportunities
 Summer schools programs
 Secondary credit accrual and exchange
 Grants for supplemental secondary
services, dropout prevention and retrieval,
and alternative education programs
Section 1
INTRODUCTION
MEP Office Location
Washington State MEP is comprised of field offices throughout the state that assist and train migrant funded districts with
carrying out educational and health services to migrant families. Migrant Education State/Regional offices are located
throughout Washington State. A Health component is located in Lake Chelan that provides health services statewide for
eligible migrant students.
Section 1
INTRODUCTION
Organizational Chart- WA MEP
Office of Superintendent of
Public Instruction
State Migrant Program
Director
Supervisor
Migrant Student
Data and
Recruitment
Director
Secondary
Education for
Migrant Youth
Director
Supervisor
Migrant Health
Education
Program
Supervisor
Migrant
Educational
Regional Office
Directors
School District Program
Directors
Section 1
INTRODUCTION
Organizational Structure Description
FUNCTION
Obtain and allocate Federal
Title I, Part C funding;
monitor compliance with
State and Federal policies
and regulations; encourage
Legislative action to meet
needs of migrant families in
Washington; Administration
staff serve as official
secretary to the SAC and
receives input, which may
directly affect decisions
regarding the planning,
implementation and
evaluation of the MEP.
Recruit and identify families
qualifying for migrant
services. State migrant
records management.
Professional development.
Coordinate provision of
health benefits to migrant
families in accordance with
State and Federal laws and
regulations.
Academic program
planning; assistance in
developing migrant funding
proposals; professional
development; facilitation of
parental involvement of
migrant families in their
children's schools.
Additionally they serve as
liaisons between parents,
programs and school
districts.
Focus on secondary schools,
including program planning,
professional development,
student leadership
development, and high
school credit accrual
retrieval.
OFFICE(S)
SPECIAL SERVICES
OSPI Special Programs
Migrant and Bilingual
Education
Helen Malagon
Director, Migrant and
Bilingual Programs
Coordination of state program
services.
Sylvia Reyna, Program
Supervisor
Lupe Ledesma, Program
Supervisor
(360) 725-6147, Olympia
State Identification and
Recruitment activities. Funding
data. Statistical reports.
Migrant Student Information
System (MSIS) database of
education and health records.
Migrant Student Data and
Recruitment (MSDR)
Lionel "Lee" Campos,
Director
(509) 837-2712, Sunnyside
Migrant Education Health
Program
Schedules health and dental
care exams for migrant children
statewide.
Mike Taylor, Supervisor
(509) 682-0373, Chelan
Migrant Education Regional
Offices (MEROs)
• Mary Kernel, Director MERO 189
(360) 299-4047, Anacortes
Annual migrant student career
fair (north central region of
State). Space Camp
• Ismael Vivanco,
Director NCESD 171
(509) 665-2616, Wenatchee
• Thomas Romero, Director ESD 105
(509) 454-2854, Yakima
Office of Secondary Education
for Migrant Youth (SEMY)
Linda Roberts, Director
(509) 836-7500, Sunnyside
Portable Assisted Study
Sequence (PASS) Program. State
and local student leadership
development conferences and
activities. Clearinghouse of
success strategies.
Section 1
INTRODUCTION
Migrant Education Program Contact Information
Office of Superintendent of Public Instruction
Migrant and Bilingual Education
Helen Malagon, Director
P.O. Box 47200, Olympia, WA 98504-7200  (360) 725-6147
Migrant Student Data and Recruitment Office
Lionel G. Campos, Director
810-B East Custer Avenue, Sunnyside, WA 98944
(509) 837-2712 / (800) 274-6084
Office of Secondary Education for Migrant Youth (SEMY)
Linda Roberts, Director
810-A East Custer Avenue, Sunnyside, WA 98944
(509) 836-7500 / (888) 727-7123
Migrant Education Regional Office-ESD 105
Thomas Romero, Director
33 S Second Avenue, Yakima, WA 98902  (509) 575-2885
Migrant Education Regional Office-ESD 171
Ismael Vivanco, Director
PO Box 1847, Wenatchee, WA 98807  (509) 665-2615
Migrant Education Regional Office-NW ESD 189
Mary Kernel, Director
1601 R Avenue, Anacortes, WA 98221  (360) 299-4048
Migrant Health Program
Mike Taylor, Director
PO Box 1847
Wenatchee, WA 98807  (509) 667-3636
Section 1
INTRODUCTION
MEP Project/Non Project School Districts SY 2010-2011
Section 1
INTRODUCTION
Who is a Migrant Student?
“Migratory child means a child –
(1) Who is a migratory agricultural worker or a migratory fisher; or
(2) Who, in the preceding 36 months, in order to accompany or join a parent,
spouse, or guardian who is a migratory agricultural worker or a migratory fisher
(i)
Has moved from one school district to another * ;
*exceptions apply for moves within States comprised of a single school district and
school districts of more than 15,000 square miles.
“Definition taken from Federal Register dated August 28, 2008”
What is Identification and Recruitment (I/R)?
Recruitment means





making contact with migrant families,
explaining the Migrant Education Program (MEP),
securing the necessary information to make a
determination that the child is eligible for the MEP, and
recording the basis of the child’s eligibility on a Certificate of
Eligibility (COE).
Upon successful recruitment of a migrant family, eligible children may be enrolled in the
MEP.
Section 1
INTRODUCTION
Sample Eligibility Questions
Eligibility Questions that may assist the
migrant home visitor in determining the eligibility of
a migrant child.
When did YOU OR YOUR FAMILY
MOVE into this area?
Purpose: Verify family has made a
move within the last 3 years.
Where did you move from?
Purpose: Verify that school district
boundaries were crossed.
What was the reason your
family moved to this area?
Purpose: Verify one of the reasons
was for employment.
What type of work
did you come looking for?
Purpose: Verify qualifying
employment was either sought or
obtained.
Family May Qualify;
Continue with Interview.
Section 1
INTRODUCTION
USDA Food and Nutrition Service MEP/LEA Memo Page 1
Section 1
INTRODUCTION
USDA Food and Nutrition Service MEP/LEA Memo Page 2
Section 1
INTRODUCTION
USDA Food and Nutrition Service - Attachment 3
Section 1
INTRODUCTION
USDA Food and Nutrition Service - Attachment 3,
Page 2
Section 2
ELIGIBILITY CRITERIA
Section 2
Federal Definitions
Child Eligibility: Children are
eligible to receive Migrant
Education Program (MEP) services
if they meet the definition of
“migratory child” and if the basis
for their eligibility is properly
recorded on a certificate of
eligibility (COE). Determining
whether a child meets this definition is often difficult and depends on a home visitor’s
assessment of information presented by a parent or other family member, guardian, or
other individual responsible for the child, or by the child if the child is a migratory
agricultural worker who is eligible for the MEP services in his or her own right.
Federal Register-Part IV – Department of Education; 34 CFR Part 200, Improving the
Academic Achievement of the Disadvantaged; Migrant Education Program; Final Rule.
Effective August 28, 2008.
SEC. 200.81 MIGRANT EDUCATION PROGRAM DEFINITIONS
What is the definition of “migratory child"?
According to sections 1115(b)(1)(A) (incorporated into the MEP program by virtue of
sections 1304(c)(2)) and 1309(2) of the statute and §§ 200.81(e) and 200.103(a) of the
regulations, a child is a “migratory child” and is eligible for MEP services if all of the
following conditions are met:
1. The child is not older than 21 years of age; and
2. The child is entitled to a free public education (through grade 12) under
State law or is below the age of compulsory school attendance; and
3. The child is a migratory agricultural worker or a migratory fisher, or the
child has a parent, spouse, or guardian who is a migratory agricultural
worker or a migratory fisher; and
4. The child moved within the preceding 36 months in order to seek or
obtain qualifying work, or to accompany or join the migratory
agricultural worker or migratory fisher identified in paragraph 3, above,
in order to seek or obtain qualifying work; and
5. With regard to the move identified in paragraph 4, above, the child:
a. Has moved from one school district to another*; or
b. In a State that is comprised of a single school district, has moved from one
administrative area to another within such district.
*exceptions apply for moves within States comprised of a single school district and school districts of
more than 15,000 square miles.
Section 2: Eligibility Criteria, Page 1
Section 2
Federal Definitions
Who is a “migratory agricultural worker”?
According to § 200.81(d) of the regulations, a
“migratory agricultural worker” is a person who, in
the preceding 36 months, has moved from one
school district to another, or, in a State that is
comprised of a single school district, from one
administrative area to another, in order to
obtain temporary employment or seasonal
employment in agricultural work (including
dairy work).
Agricultural Work
What is the definition of “agricultural work”
for purposes of the MEP?
“Agricultural work” is
1. the production or initial processing of crops, dairy products,
poultry, or livestock; as well as the cultivation or harvesting of trees,
that is—
2. performed for wages or personal subsistence.
Who is a “migratory fisher”?
According to § 200.81(f) of the regulations, a “migratory fisher” is a person who, in the
preceding 36 months, has moved from one school district to another, or, in a State that
is comprised of a single school district, from one administrative area to another, in order
to obtain temporary employment or seasonal employment in fishing work.
Fishing Work
What is the definition of “fishing work” for
purposes of the MEP?
“Fishing work” is:
1. 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—
2. performed for wages or personal
subsistence.
Section 2
Federal Definitions
Move or
Moved means
a change from
one residence
to another
residence that
occurs due to
economic
necessity.
In order to
obtain, when
used to
describe why a
worker moved,
means that one of the purposes of the move is to seek or obtain qualifying work.
(1) If a worker states that a purpose of the move was to seek any type of employment,
i.e., the worker moved with no specific intent to find work in a particular job, the
worker is deemed to have moved with a purpose of obtaining qualifying work if the
worker obtains qualifying work soon after the move.
(2) Notwithstanding the introductory text of this paragraph, a worker who did not
obtain qualifying work soon after a move may be considered to have moved in order
to obtain qualifying work only if the worker states that at least one purpose of the
move was specifically to seek the qualifying work, and-(i) The worker is found to have
a prior history of moves to
obtain qualifying work; or
(ii)
There is other credible
evidence that the worker
actively sought qualifying work
soon after the move but, for
reasons beyond the worker's
control, the work was not
available.
Section 2
Federal Definitions
Move/Moved continued
Scenario 1:
to obtain qualifying work
and the worker obtained
qualifying work;
Scenario 2:
to
obtain any employment,
and the worker obtained
qualifying work soon
after the move;
Scenario 3:
to specifically seek
qualifying work, but the
worker did not obtain
the work.
 Prior history of moves to obtain qualifying work, or
 Other credible evidence
[Used in the definitions of Migratory Agricultural Worker, Migratory Fisher, and Qualifying Work.]
IN ORDER TO OBTAIN
One purpose of the move was to seek or obtain qualifying work
To obtain
qualifying work
and obtained
qualifying work
OR
To obtain
ANY employment
and obtained qualifying
work, soon after the move
OR
SPECIFICALLY
to obtain qualifying work,
but did not obtain the work
soon after the move
and
However
Specifically
Non-Qualifying
Work
(cook, janitor,
mechanic)
ANY
employment
PRIOR
history
to obtain
Qualifying
Work
OR
Other
credible
evidence
that worker
sought the
work
Section 2
Federal Definitions
Qualifying Work means temporary
employment or seasonal employment in
agricultural work or fishing work.
Seasonal Employment means
employment that occurs only during a
certain period of the year because of the
cycles of nature and that, by its nature,
may not be continuous or carried on
throughout the year.
Temporary Employment means
employment that lasts for a limited period
of time, usually a few months, but no
longer than 12 months. It typically
includes employment where the employer
states that the worker was hired for a
limited time frame; the worker states that
the worker does not intend to remain in
that employment indefinitely; or the SEA
has determined on some other
reasonable basis that the employment is temporary.
a. Employer Statement - The
employer states that the worker
was hired for a limited time
frame, not to exceed 12 months;
b. 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)
Section 2
Federal Definitions
Change of Residence
What is the definition of a “residence”?
For the purposes of the MEP, the
Department considers a “residence” to be a
place where one lives and not just visits. In
certain circumstances, boats, vehicles, tents,
trailers, etc., may serve as a residence.
What does it mean to “change from one
residence to another residence”?
The Department considers this to mean
leaving the place where one currently lives
and going to a new place to live, and not just
to visit. For example, the Department
believes that, generally, a person who goes
to a new place to seek or obtain work, or
because the person cannot afford to stay in his or her current location, is leaving the
place where he or she currently lives and is going to a new place to live--and thus, has
“changed from one residence to another residence” (or “changed residence”). Similarly,
the Department believes that a person who goes to a new place to help sick or elderly
family members on an extended basis is living with those family members, and thus
might meet the MEP’s change of residence requirement if the person makes a return
move to obtain qualifying work.
Thus, a person who leaves, on a short-term basis,
the place where he or she lives to, for example, (1)
visit family or friends, (2) attend a wedding or
other event, (3) take a vacation, (4) have an
educational or recreational experience, or (5) take
care of a legal matter, would not have “changed
residence” because the person did not go to the
new place to live, but rather to visit. Similarly, this
person would not have “changed residence” upon returning home from one of these
visits. Note that, in these examples, the person also has not “moved” within the
meaning of § 200.81(g) of the regulations since the move was not made “due to
economic necessity.”

The Department strongly recommends that the recruiter document on the COE his or her
reason(s) for concluding that a person “changed residence” if it appears that an independent
reviewer might question that a change of residence occurred.
Section 2
Federal Definitions
What does it mean to move “due to economic necessity”?
The Department
considers this to mean
that the worker moved
either because he or
she could not afford to
stay in the current
location, or went to a
new location in order
to earn a living. In
general, the
Department believes
that if the worker’s
move is related to
work, e.g., a move to
seek or obtain work, a
move because of the loss of work, or a move because of the unavailability of work, the
worker moved “due to economic necessity.”
However, with respect to a
move that is of such short
duration (e.g., less than a
week) that an independent
reviewer might question
whether the move was really
“due to economic necessity,”
the Department strongly
recommends that each SEA
establish a statewide written
policy for determining and
documenting whether and
why these moves do and do
not qualify for the MEP.

The Department also recommends that recruiters provide a comment on the COE if there
appears to be any other reason that an independent reviewer would question whether a worker
changed residence “due to economic necessity.”
Section 2
Federal Definitions
“In order to obtain”
What is the definition of the phrase
“in order to obtain”?
Under § 200.81(c) of the
regulations, the phrase “in order to
obtain,” when used to describe
why a worker moved, means that
one of the purposes of the move
is to seek or obtain qualifying
work. This does not have to be
the only purpose, or even the
principal purpose of the move, but
it must be one of the purposes of the move.
“personal subsistence”
What is the definition of “Personal
subsistence”?
Personal subsistence means that the
worker and the worker's family, as a
matter of economic necessity, consume,
as a substantial portion of their food
intake, the crops, dairy products, or
livestock they produce or the fish they
catch.
“out-of-school youth”
What is the definition of “out-of-school youth”?
For the purposes of the MEP, the Department considers the term “out-of-school youth”
to mean youth up through age 21 who are entitled to a free public education in the
State and who meet the definition of “migratory child,” but who are not currently
enrolled in a K-12 school. This could include students who have dropped out of school,
youth who are working on a general education development credential (GED) outside of
a K-12 school, and youth who are “here-to-work” only. It would not include children in
preschool. Out-of-school youth who meet the definition of a “migratory child” as well as
all other MEP eligibility criteria are eligible for the MEP.
Section 2
Federal Definitions
“emancipated youth”
What is the definition of “emancipated
youth”?
The Department considers emancipated
youth to be children under the age of
majority (in accordance with State law)
who are no longer under the control of a
parent or guardian and who are solely
responsible for their own welfare. In
order to be eligible for the MEP these
youth may not be older than 21 years
of age.
“Guardian”
What is the definition of “Guardian”?
The Department considers a guardian is
any person who stands in the place of a
parent to a child (in “loco parentis”)
whether by accepting responsibility for
the child’s welfare or by a court order
and is responsible for the child’s welfare,
a legal document establishing the
relationship is not necessary.
Although the definition of “migratory
child” does not mention the move of a
guardian as a basis for eligibility, MEP
defines “parent” to include a legal
guardian or other person standing in
“loco parentis.” In addition, the
regulations include that a child’s
eligibility may be based on the move of a
guardian.
If the working sibling acknowledges
responsibility for the children’s welfare
and stands in place of a parent, the
children may be eligible based on the
sibling’s qualifying employment and qualifying move.
Section 2
Federal Definitions
Spouse Eligibility
Is a marriage certificate or other legal document necessary to establish a spousal
relationship when MEP eligibility is based on a spouse’s status as a migrant worker?
No. Under circumstances where eligibility is based on a spouse’s status as a migrant
worker, recruiters need only be satisfied that a spousal relationship exists.
Qualifying Move
A qualifying move:
1. Is across school district boundaries*; and
2. Is a change from one residence to another residence; and
3. Is made due to economic necessity; and
4. Is made in order to obtain qualifying work; and
5. Occurred in the preceding 36 months.
Section 2
Federal Definitions
Qualifying Move
Is there a minimum duration for a qualifying move?
Yes. The move must be
sufficiently long to establish that
the qualifying work is a principal
means of livelihood and to
establish residency. In cases
where the worker sought but did
not obtain qualifying work, the
recruiter should document why he
or she believes the work would
have been a principal means of
livelihood.
Is a worker who travels back and forth between his residence and his agricultural or
fishing job within the same day engaged in a qualifying move? No. Such worker is a
“day haul” worker and his travel is a commute, not a migration. This type of travel is not
considered a qualifying move and children who perform this type of work or accompany
a parent, spouse, or guardian under these circumstances do not qualify for the MEP
based on these trips.
May an LEA base a child’s eligibility on a
qualifying move that occurred in another
State within the past 36 months? Yes.
The recruiter must record the date on
which the qualifying move occurred and
other information that establishes the
child’s eligibility for the MEP. The child
is eligible for the MEP for the
remained of the 36-month period.
How does a recruiter determine
whether a worker moved with the
intent to seek or obtain qualifying work? A
recruiter must use sound and reasonable judgment to
determine whether the particular facts and circumstances
support a determination that the worker moved with this intent. In certain
situations, the recruiter should provide additional comments on the COE to explain his
or her rationale.
Section 2
Federal Definitions
Qualifying Move
Should a home visitor always determine the intent of a worker’s move?
Yes. A move only qualifies if it is made “in order to obtain (or seek) temporary or
seasonal employment in agricultural or fishing work.” The only way to determine
whether this was the reason for the move is to determine the worker’s intent.
Should a home visitor ask a
worker about the intent of his or
her move if the worker is engaged
in qualifying work?
Yes. The fact that a worker moved
and is engaged in qualifying work
is not a presumption that the
worker moved with the intent to
obtain that work. Recruiters
should always ask workers
engaged in qualifying work
whether they moved with the
intent to seek or obtain that work.
What if the worker asserts more than one
reason for moving to a particular school
district? A worker who asserts more than one
reason for moving made a qualifying move if
the recruiter determines that the primary
purpose for the worker’s move was to seek or
obtain qualifying work. The recruiter
should clearly document in the comment
section of the COE the basis for his or her
determination.
If a worker moves months in advance before work is available in order to secure
housing, does the move qualify? The more time that passes between the worker’s
move and attempts to secure employment, the more difficult it is to establish that the
primary purpose of the move was to seek or obtain qualifying work. Any move that
occurs well before work is reasonably expected to be available is questionable. The
recruiter must use his or her professional judgment to determine, based on credible
evidence, if the particular move qualifies. The recruiter should record in the comment
section of the COE the reasons for the eligibility determination.
Section 2
Basic Eligibility for the Migrant Education Program
(MEP)
The objective of the Migrant Education Program eligibility guidelines is to streamline a
smooth coherent process, which at the end result is to identify and enroll eligible
migrant students into our educational system.
Migrant Education Eligibility Factors
The Migrant Education Eligibility Factors that determine
eligibility are as follows:



AGE: The child must be younger
than 22 years in order to qualify
for the MEP.
SCHOOL COMPLETION: The
child is eligible for a free public
education (no HS diploma or
GED). That is the child cannot
have completed a high school
education or received a GED to
be eligible for the MEP.
Age
School Completion
*Move
MOVE: The child and worker
“moved.” That is the child and
the worker had to have moved
across a school district boundary
and establish residency
in order to qualify for the MEP.

IN ORDER TO OBTAIN: One
purpose of the worker’s move
was to seek or obtain “qualifying
work.”

QUALIFYING WORK: Temporary or
seasonal employment in agricultural or fishing work.
*In Order To
Obtain
*Qualifying
Work
Section 2
(MEP)
Move
The following needs to take place in order for a migrant “move” to qualify:





The child had to have “moved” with or to join the worker, or on own as worker,
AND
The child had to have “moved” from one school district to another,
AND
The child had to have made a change of residence,
AND
The “move” must have been made for economic necessity,
AND
The “move” must have taken place within the past 36 months.
Note, all criteria
must occur in
order for a
qualifying
“move” to take
place.
Qualifying
Work
Qualifying work is seasonal or temporary employment in either fishing or agricultural
industry for economic necessity or for personal subsistence.
Qualifying Work is…
*Seasonal
Employment
OR
*Fishing
Work
AND
*Temporary
Employment
OR
*Agricultural
Work
For Wages
AND
OR
For Personal
Subsistence
Section 2
(MEP)
Seasonal Employment
Seasonal employment only occurs
during a specific part of the
year because of the cycles
of nature. Seasonal
employment cannot be
continuous or carried on
throughout the year.
Temporary Employment
Temporary employment can be identified
under 2 criteria’s:
1. Employer’s Statement: A temporary employer’s statement indicating the
parameters of time of employment.
2. Worker’s Statement: A worker’s statement is when he/she states they will be
employed for a certain period of time. For example: January-March or 4
months.
Section 2
(MEP)
Temporary Employment-continued
Indefinitely does not equal less than 12 months
When conducting an interview, and
the worker states, “that he/she is
unaware of the time frame they will
be employed; where the temporary
employment can last for a few
months or perhaps over a year, the time frame of temporary employment is “indefinite”
then a home visitor should not complete a COE.
Less than
12 months
Indefinitely
Agricultural Work
Crops
Production or
Initial Processing
Dairy
products
OR
Cultivation or
Harvesting
Trees
Poultry
Livestock
Agricultural Work is production or initial processing of:
 Crops
 Dairy Products
 Poultry
 Livestock
Or
Cultivation or harvesting of Trees
Fishing Work
Fishing Work is catching or
initial processing of:
 Fish
 Shellfish
Or
Raising or harvesting at fish farms.
 Fish
 Shellfish
Catching or
Initial
Processing
Fish
Shellfish
OR
Raising or
Harvesting
at fish farms
Fish
Shellfish
Section 2
(MEP)
Sample Eligibility Questions
When did YOU OR YOUR FAMILY
MOVE into this area?
Purpose: Verify family has made a
move within the last 3 years.
Where did you move from?
Purpose: Verify that school district
boundaries were crossed.
What was the reason your
family moved to this area?
Purpose: Verify one of the reasons
was for employment.
What type of work
did you come looking for?
Purpose: Verify qualifying
employment was either sought or
obtained.
Family May Qualify;
Continue with Interview.
Section 2
(MEP)
ELIGIBILITY REVIEW EXERCISE-1
Use the words at right to fill out the missing meanings of the Federal Register
.
Migratory child means a child-(1) Who is a migratory
worker or a migratory fisher; or
(2) Who, in the preceding 36 months, in order to accompany or join a
parent, spouse, or guardian who is a migratory agricultural worker or a
migratory fisher-(i) Has moved from one school district to another;
(ii) In a State that is comprised of a single school district, has
moved from one administrative area to another within such
district; or
(iii) As the child of a migratory fisher, resides in a school
district of more than 15,000 square miles, and migrates a
distance of 20 miles or more to a temporary residence.
 36
 Agricultural
 Fishing
Migratory agricultural worker means a
who, in the preceding
has moved from one school district to another, or from one administrative
area to another within a State that is comprised of a single school district, in
order to obtain
employment or seasonal employment in
agricultural work, including dairy work.
Agricultural
means 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.
Migratory fisher means a person who, in the preceding 36 months, has
moved from one
to another, or from one administrative area to
another within a State that is comprised of a single school district, in order
to obtain temporary employment or seasonal employment in
work.
This definition also includes a person who, in the preceding 36 months,
resided in a school district of more than 15,000 square miles and moved, as
defined in paragraph (g), a distance of 20 miles or more to a temporary
residence in order to
temporary employment or seasonal
employment in fishing work.
 Obtain
 Person
 School District
 Subsistence
 Temporary
Fishing work means the catching or initial processing of fish or shellfish or
the raising or harvesting of fish or shellfish at fish farms. It consists of work
performed for wages or personal .
 Work
Section 2
Basic Eligibility for the Migrant Education Program (MEP)
ELIGIBILITY REVIEW EXERCISE-2
Use the words at right to fill out the missing meanings of the Federal Register
.
Move or Moved means a change from one residence to another that occurs due
to economic
.
In order to obtain when used to describe why a
worker moved, means that one of the purposes of the move is to seek or
obtain qualifying work.
(1) If a worker states that a purpose of the move was to seek any type of
, i.e., the worker moved with no specific intent to find work in a
particular job, the worker is deemed to have moved with a purpose of obtaining
work if the worker obtains qualifying work soon after the
move.
(2) Notwithstanding the introductory text of this paragraph, a worker who did not
obtain qualifying work soon after a move may be considered to have moved in
order to obtain qualifying work only if the worker states that at least one
purpose of the move was specifically to seek the qualifying work and-(i) The worker is found to have a prior
of moves to obtain
qualifying work or;
(ii) There is other credible evidence that the worker actively sought
qualifying work soon after the move, but for reasons beyond the
worker’s control, the work was not available.
 12 months
 History
 Employment
 Family
Qualifying work means temporary employment or seasonal employment in
agricultural work or fishing work.
 Necessity
Seasonal employment means employment that occurs only during a certain
of the year because of the cycles of
not be continuous or carried on throughout the year.
and that, by its nature, may
 Period
Temporary Employment means employment that lasts for a limited
period of time, usually a few months, but no longer than
. It typically includes
employment where the employer states that the worker was hired for a limited time
frame; the worker states that the worker does not intend to remain in that
employment indefinitely; or the SEA has determined on some other reasonable basis
that the employment is temporary. The definition includes employment that is constant
and available year-round only if, within 18 months after the effective date of this
regulation and at least once every three years thereafter, the SEA documents that,
given the nature of the work, of those workers whose children were previously
determined to be eligible based on the State's prior determination of the temporary
nature of such employment (or the children themselves if they are the workers),
virtually no
remained employed by the same employer more than 12 months.
 Qualifying
 Nature
 Workers
Personal subsistence means that the worker and the worker’s
as a matter of economic necessity, consume, as a substantial portion of their
food intake, the crops, dairy products, or livestock they produce or the fish they catch.
Section 3
INTERVIEWING MIGRANT FAMILIES
1)
When interviewing migrant families, arrive
on time.
2) Greet migrant parents and
identify yourself when conducting a
home visit.
3) Remember 61% of your home
visitor time should be ―active‖
identification and recruitment.
4) Have a list of resources
within the community available for families.
5) Make sure there is plenty of time between home visits, don’t rush
the interview.
Section 3: Interviewing Migrant Families
Section 3
Conducting a Successful Interview
The Interview
The interview is the most important tool a home visitor must use when interviewing
families/workers and making eligibility determinations for the MEP. It is not required
for the families/workers to present any written proof of the information they provide
verbally, therefore, the home visitor must rely on his/her interviewing skills to
guarantee that the information obtained is accurate and reliable.
Respecting the fact that each home visitor has his/her own
style of interviewing families, the information included in
this section may be taken as guidance with
recommendations and “tips.”
Interviewing Techniques
1. Self-introduction:
district affiliate.
2.
Identify yourself as a school
Explain why you’re making the home visit.
Examples:
a) I understand you are new to the area.
b) The school told me that your children have recently registered.
3.
Develop rapport with the family/worker. Through general conversation,
eligibility questions can be answered and eligibility can be determined.
4.
Determine eligibility: If the family is eligible, inform them. If not, explain why
and refer them to any applicable programs/agencies.
5.
Complete a COE: Explain to the family that the COE is confidential and is
required for enrollment in the MEP.
6.
Provide MEP specifics: Explain the services and available referrals.
Interviewing a migrant family
When interviewing a migrant family, take the following into consideration.
How:
When:
Where:
Interview your families in person.
As soon as you are able to and at
family’s convenience.
The interview should take place at
the family’s home when possible.
Also, during school conferences,
family nights and student
registration.
Section 3: Interviewing Migrant Families, Page 1
Section 3
Tips to Consider


Take safety precautions from the beginning.
Keep your keys accessible. Carry your keys in your pocket or hand. Don't carry a purse
if you can avoid it. Lock it in the trunk of your car before you start your trip, not after you
arrive at your destination.
 Anticipate that the unexpected may happen and create a tentative plan of action.
 Smile. Greet the family with a genuine and friendly smile. Smiles naturally put people at
ease. Be yourself with the family. Let them know you are someone who cares and is there
for support.

Talk to them with respect and courtesy. Never, ever talk down to them. People can
tell if you are sincere and will respond accordingly. Let them know you are there in the
interest of their child. Always thank the parents for their time meeting with you whether
at home or another location.

When you arrive for your first visit, introduce yourself and present your credentials.
Explain briefly the program's purpose and definitions. It is advisable that you not spend a
lot of time explaining the program and building a parent's expectations to a high level until
you determine if they qualify for the program. Once you have established that the
children qualify for the program, then explain it in detail.

If you have give away freebies like (rulers, pencils, resource packets, etc.,) at the
beginning of the visit can ease any anxiety they may have. Make sure that the resource
packet contains general information, which can apply to any family and therefore is not
specifically singling them out.
 Talk to the children in the home. It helps the parents feel more comfortable.
 In some cultures, the family feels obligated to offer you food or a drink, even if it’s a
glass of water. You must understand enough about these situations so that you do not
refuse what is offered, even if you are not thirsty.
 Be cautious sharing personal information about yourself or your family.
 Talk to them about their home and/or family. If they have something noteworthy about
their lives, comment on that or discuss (let them discuss) what is immediately and
obviously important to them. Listen to what they have to say. Begin with asking generic
information about their child or children. This will capture interest and put them at ease
as you reach specifics and lead into COE questions.

After obtaining all the COE information, review the information with the family to ensure
it has been correctly entered.

Leave your program's phone
contact you or the advocate.
number and address information in order for them to
Section 3
Tips to Consider
During the course of a parent interview, there are a few "yellow flags" which should
alert the home visitor of the need to ask additional probing questions related to the
family's eligibility. These "yellow flags" do not automatically mean that a family is not
eligible, but rather that additional clarifying questions need to be asked before deciding
whether the family is eligible. Further information may be necessary to establish
eligibility. It is the responsibility of the home visitor to identify and gather the additional
information to provide the necessary comments regarding the eligibility decision.
A few of the "yellow
flags" that may be helpful in all interviews are:
 First agricultural or fishing move in work history—The family
has not done agricultural or fishing work before.

Households where members have
non-agricultural/fishing
occupations –Members of the household have other types of
employment; non-agricultural or fishing.
 Intent moves, especially off-season (work sought but not obtained) –
The intent of the move is to look for work, which is not obtained, or the
work is not performed at the same time as the move.

short term
short distance move –The move is
Very
move and/or
for a short period of time or over a short distance.
Section 3
Tips to Consider
key questions may help clarify the eligibility status of a family.
Would you have moved here if you knew there would not have been any
agricultural or fishing employment available?
What type of work have you done in the past?
What type of work were you seeking when you came here?
How do you plan to support your family?
Does this agricultural or fishing work play an important part in supporting your
family?
Sometimes asking





Assumptions and Judgments
ASSUMPTIONS
FACTS
Every child in a family
qualifies for the MEP.
There are times when one or more children in a family may
not be eligible for the MEP. For example, a child may be
born after the family made the qualifying move or an older
child may already have completed high school.
The children moved with the
worker.
In some cases, a worker may move alone, leaving the
children with a spouse or grandparent. In these cases, the
children are not eligible for the MEP because they did not
move. Also, it is possible some of the children moved and
others did not.
All workers at a particular
job-site qualify.
Some sites have both permanent and temporary or
seasonal jobs. The home visitor should make sure that the
job the worker sought is temporary or seasonal.
All Latino immigrants are
migrants.
There are many Latino immigrants who do not meet the
eligibility requirement for the MEP.
If the family’s most recent
move wasn’t to find
qualifying employment, they
don’t qualify.
Migrant families may qualify for the MEP based on any
qualifying move they made during the preceding 36
months. The qualifying move doesn’t have to be their most
recent move.
Section 3
Leading Questions
The home visitor should not ask leading questions. Examples are as follows.
Do Not Ask Leading Questions
You moved here to work in
agriculture right?
Instead Ask
Why did you move here?
Did you move to obtain any
type of agricultural work?
What kind of work were you looking for?
How did you know this type of work
was available?
You have moved recently,
haven’t you? Say, within the
past 3 years?
Has anyone in your family moved
recently?
When did they move?
You know we have a great
summer program for children
who have moved. I’ll bet your
kids have moved in the last
few years, haven’t they?
How long has your family been living
in (name of current home town)?
Did you ever travel anywhere else?
Section 3
Recruiting Tips
1)
Starting Early – Recruiting early before
6)
the school year begins is important. The
home visitor can be at the school for the first
few days to sign up families as they bring
their children to school.
2)
3)
4)
7)
- A
packet of information for newly-arrived
families is useful, including emergency
phone numbers, directories of social service
agencies, schools, churches, businesses, etc.
This information may be gathered in a
folder. Distribute the packets to new
families as they arrive in town.
Take School Officials on Home
Visits - The federal programs director, the
8)
Business Cards – Have some business
cards printed up with the home visitor’s
name, title, address, and phone number on
them. Staple them to brochures, posters or
flyers to advertise the program.
9)
Give – Always – Have something to give
to the parents or to the children that will be
useful to them. It helps break the ice and the
family feels that they have gained by your
visit. Give-always could include pencils, pens,
calendars, brochures, key chains, etc.
10)
Door Knob Messages – While you
were out messages are available through the
MSDR office. These signs are good to use
when the family is not home. Check the
appropriate message on forms and leave it on
their door to let them know that you were
there.
Visit With an Experienced Home
Visitor – A new home visitor may wish to
ask an experienced home visitor in the area
if he/she could accompany him or her on
some home visits. After a few visits, ask if
you could do a parent interview.
Name Badge – The home visitor should
wear a name badge prominently displayed
when going on home visits. Try to include the
migrant logo on the name badge. It identifies
the program to the parents, and the name
badge reminds the parents on your
association with the migrant education
program.
Welcome Wagon Approach
superintendent, principals and other may be
invited to accompany the home visitor on a
home visit occasionally. This will help them
understand the Home Visitor role and may
help break down barriers.
5)
Set up a table at schools that have preregistration before school starts, and have all
parents pass by your station to be screened
for eligibility. Those who qualify should be
signed up on the spot. Other migrant
personnel could be trained to help in other
schools if families pre-register on the same
day.
Student Handbook – As part of the
reference materials, a copy of the student
handbook from all of the schools in the
areas can be collected. It is a good idea to
become familiar with the school policies for
attendance, discipline and graduation
requirements and grading periods.
Recruit at School Registration –
11)
Previous COE On Home Visits –
When visiting families take their previous
COE and compare it with the new COE
information. Specifically, compare the
qualifying arrival dates and the children’s
information.
Section 3
Sample Door Knob Message
Section 3
Home Visitor Ethics Guidelines
The following information has been extracted from OME Handbook. Note: For
Washington State MEP the word “Recruiter” has been changed to “Home Visitor”.
The Home Visitor Instinct
Some experienced home visitors have said, “It only takes me about two minutes into the interview to tell
if a child is eligible for the migrant program!” Can a home visitor truly develop an instinct or intuition for
who is eligible and who is not? There are specific situations and places in which the new home visitor may
begin to develop intuition. For example, in many parts of “receiving states,” migrant families tend to live
in particular housing units within the community (e.g., apartments in farming communities that offer
short-term leases). Certain farms are more likely to employ migrant help. The home visitor can gather
clues about eligibility from the way people answer questions, or from visual clues (e.g., a person who lives
in a mansion or drives a brand new luxury car is not likely to be eligible for the MEP). Over time, most
workers develop a sense about their jobs, and the home visitor is no different.
The new home visitor could use intuition as a guide on the most productive places to recruit, as well as
when to probe deeper, look for more evidence, find another source, or ask a question a second time.
However, when making a preliminary eligibility determination, the decision must be based on facts and
evidence, not simply on “gut-feelings,” because that may not result in making a reliable determination. If
the same experienced home visitor who can make quick determinations was asked, “How long did you
have to recruit before you could tell which families were eligible in two minutes,” the answer would likely
be “Years!”
Lessons Learned: Eligibility
When making preliminary eligibility determinations, there are several areas where problems often arise.
The home visitor should watch out for these problem areas.
Warning Signs: At the time of an interview, there may be certain warning signs or “yellow
flags” that alert the home visitor that a child or youth may not be eligible for the MEP. In these
cases, the home visitor would need to ask additional questions. The home visitor should note
that the presence of these “yellow flags” would not automatically disqualify a child from being
eligible for the MEP, but instead indicate that the home visitor needs to ask additional questions
and, after concluding the interview, perhaps discuss the situation with others. Listed below are
a few examples of warning signs that should prompt the home visitor to follow up:

First agricultural or fishing move – the family has not performed agricultural or fishing work before.

Moves to urban or non-traditional migrant areas – the family moves to an area where migrant work is
not generally found.

Households where some members have non-agricultural/fishing occupations – some members of the
household are employed in occupations that aren’t related to agriculture or fishing.

The worker has an occupation that is not related to agriculture or fishing for part of the year
(especially the worker goes back to this job regularly).

A lifestyle where migration does not seem to be an important factor in the family’s life (nontraditional migrant housing, no school interruptions).

Non-entry-level occupations, especially for the non-qualifying work – the worker or other family
members have positions that are not entry-level or positions that require training or higher
6
education.
Section 3
The following information has been extracted from OME Handbook
Other warning signs might include moves that are associated with vacations, family events,
holidays or other non-work reasons, arriving late in the season after agricultural or fishing jobs
have been filled or early in the season before work is available and short duration moves.
Quality Control: In the event that the home visitor misses warning signs or errs in some
other way in making preliminary eligibility determinations, a quality control system for finding
unintentional (or intentional) errors can make the process and the eligibility determination
better. In understanding quality control, the home visitor should know the basics of quality
control, and the federal and state requirements for ensuring the quality of child eligibility
determinations. The home visitor should also be aware of his or her role in the state’s quality
control plan, and assist in developing state and local plans. Knowing the benefit of having an
effective quality control system and the consequences of having an ineffective system are
essential to the home visitor’s understanding of quality control. A sound plan for quality control
should examine many components of the ID&R process. For example, quality control should
include:

training for both new and experienced home visitors on how to determine child eligibility for the
MEP;

supervising and supporting home visitors;

reviewing COEs to ensure that the documentation supports the eligibility determination;

resolving eligibility questions raised by recruiters and supervisors, and transmitting written
responses to those questions to all local operating agencies;

confirming that eligibility determinations were made properly (re-interviewing a sample of
migrant families);

monitoring, at least annually, the identification and recruitment practices of individual home
visitors;

reporting cases of fraud or misconduct (see the following section for more information on this
topic);

documenting how the quality control system was implemented and recording actions taken to
improve the system, if needed; and

implementing corrective action in response to internal audit findings and recommendations.
An established plan for quality control can help the recruiter learn from mistakes and improve
child eligibility determinations. Quality control can also help identify falsification in determining
eligibility.
Section 3
Falsification: If the home visitor conducts thorough interviews and collects supporting
documentation where needed, making preliminary eligibility determinations – including the
process of resolving difficult cases – should be fairly straight forward. However, serious
problems arise when the home visitor intentionally falsifies information on the COE. There are a
number of reasons why the home visitor may consider “bending” the rules, including the
following.

Even though the home visitor knows the child doesn’t qualify for the MEP, the child really needs
extra help.

The home visitor does not believe that the government makes the best use of its funds; the
home visitor believes it is better to spend this money helping needy children, regardless of their
eligibility for the MEP.

The home visitor, by having the authority to decide which families are eligible and which are not,
gains status or importance in the migrant community.

The home visitor feels that identifying more “eligible” migrant children makes his or her job more
secure.
Although the home visitor may try to justify falsifying a COE for a “good reason,” knowingly
falsifying information on a COE is a crime that is punishable by fines or imprisonment. If a home
visitor falsifies a COE to make an ineligible child or youth appear eligible, the consequences can
be dire for the state, local MEP, and home visitor. States are liable for money spent on ineligible
children; local programs can lose MEP funding; and MEP staff (including home visiotors) can face
prosecution. Falsifying information undermines both the fiscal and programmatic integrity of
the MEP.
However, mistakes are not crimes, so the honest home visitor need not worry. It is the job of
everyone in the MEP to find and correct mistakes as soon as possible. In particular, data entry
specialists, supervisors, state ID&R staff, and /or independent auditors may check COEs
regularly. States are encouraged to implement a rigorous quality control system that regularly
checks a random sample of eligibility determinations. In particular, states are encouraged to
have individuals who were not associated with the original eligibility determination re-interview
or re-verify the eligibility of randomly selected children. This ensures the quality of the
recruitment system and of every home visitor’s work. This system helps the honest home visitor
get better by finding, correcting and learning from mistakes.
Conclusion: The most important part of the recruitment system is making correct eligibility
determinations. By gathering all of the information needed to make a determination and
carefully applying the rules, the home visitor should have everything needed to make an
accurate preliminary determination. Every MEP success story begins with a home visitor who
made an accurate preliminary eligibility determination. Every migrant child who improves in
reading, every migrant mother who learns how to better prepare her child for kindergarten, and
every migrant teenager who graduates from high school began with a home visitor who found
and correctly identified a migrant child.
Section 3
Sample Home Visitor Ethics Guidelines
Migrant Education Home Visitor Standard of Ethics
The home visitor’s primary responsibility is to properly identify and recruit migrant children for
the Migrant Education Program (MEP). In carrying out this work, every recruiter is expected to
make a commitment to ethical professional behavior. This ethics policy explains what this
commitment means.
Home Visitors work with migrant farm workers and their families, who are often highly mobile,
experience educational disruptions, encounter cultural and language barriers, live in poverty
and rural isolation, and have health-related problems that inhibit their ability to do well in
school. This policy is intended to serve as a basis for ethical decision-making in the conduct of
identification and recruitment.
Migrant Education Home Visitor Standards of Conduct
1. Know the eligibility rules. The home visitor should study and prepare to make proper
eligibility determinations. The home visitor is expected to have up-to-date knowledge of the
rules of eligibility established at both the federal and state level.
2. Be objective. Home visitors are expected to put aside personal beliefs and biases when
making eligibility determinations and to base all decisions on objective facts. Gender, race,
religion or age should have no bearing on home visitor’s decisions. Other factors, including
whether a particular child “deserves” assistance, should not be considered.
3. Be honest. The home visitor’s job is to gather information, provide clear documentation on
the Certificate of Eligibility, and help make the eligibility determination. Recruiters must not
exaggerate, falsify or omit information. Falsification of program documents may deprive eligible
migrant children of needed services, is against the law and could result in criminal prosecution.
Honest home visitors keep the MEP safe so that eligible migrant children will continue to receive
educations services.
4. Report fraud. It’s the home visitor’s job to protect the reputation and integrity of the MEP. If
the home visitor feels pressured to enroll a child who doesn’t appear to be eligible or observes
others who are being pressured or who are committing fraud, it is the home visitor’s
responsibility to report what he or she has observed.
Section 3
Identify Fraud, Falsification or Misconduct
The dictionary defines fraud as “intentional perversion of truth in order to induce another to
part with something of value or to surrender a legal right” or “an act of deceiving or
misrepresenting.”1 It defines falsify as “to represent falsely” or “misrepresent.” 2 It may be
difficult to understand how these terms apply to the identification and recruitment (I&R) of
migrant children, particularly since it may not seem that any particular person is being deceived.
In the case of fraud, intentional falsification or misconduct in I &R, it is the federal government
that is being deceived. Ultimately, when there is fraud, intentional falsification or misconduct in
I&R, the public at large, who pay taxes in the belief that federal funds are being spent as
authorized by Congress, is being deceived, as is the federal government, which awards state
funding on the assumption that state child counts are accurate. Furthermore, counting children
who are not eligible for the MEP can affect the size of sub-grants within each state and can
dilute services to eligible migrant children. This is why it is important to preserve the public
trust by rooting out fraud, intentional falsification and misconduct in I&R.
Although it is not possible to provide a complete guide of how fraud or misconduct would look
in I&R, here are some tip-offs or examples of possible fraud or misconduct.

A supervisor tells a home visitor that the home visitor needs to give the supervisor 40
new COEs by the next week, even though it is impossible to find that many eligible
children and interview their families in that amount of time.

A home visitor picks out a needy family each year and enrolls their children in the MEP
so they can get extra services, even though the home visitor knows they don’t qualify.

A data entry specialist points out missing information on a home visitor’s COEs; the
home visitor disappears for a few minutes and then returns with the information filled
out. The data entry specialist thinks the home visitor made up the information since a
home visitor couldn’t possibly contact the family in that short amount of time.

A supervisor announces that any home visitor who finds 5% more children than he or
she found the previous year will get an expense paid trip to the National Migrant
Education Conference.

A local recruiting agency qualifies children whose parents supposedly moved to find
work picking blueberries. However, none of the workers ever actually seem to get jobs
in agriculture. Most, if not all, of the families find work in construction or other nonqualifying jobs.
Section 3
Report Fraud, Falsification and Misconduct
If a home visitor observes fraud, falsification or misconduct, some things he or she can do
include:

If the home visitor has been ask to do something he or she believes is inappropriate, the
home visitor should make it clear that he or she isn’t comfortable with what is being
asked.

Write down what happened with as much detail as possible (if others witnessed what
happened, have them write down what they observed as well).

Report what happened to the appropriate person (if the supervisor is involved, the
recruiter should report the problem to someone who is at a higher level within the
MEP).
The home visitor should not do things that he or she believes to be wrong, and should follow up
on any concerns until they have been properly addressed. Furthermore, if the home visitor
suspects that another home visitor is enrolling children in the MEP who are not eligible, the
home visitor is obligated to report that as well. IF the state MEP does not take the home
visitor’s concern seriously, the home visitor should report the problem to the federal Office of
Migrant Education. Current contact information is available on the U.S. Department of
Education’s website at http://www.ed.gov/misused
Anyone suspecting fraud, waste or abuse involving U.S. Department of Education funds or
programs should also call or write the Office of the Inspector General’s (OIG) Hotline. The OIG
keeps these complaints confidential; it will not release the home visitor’s name, address, or any
other identifying information. The OIG can be contacted using any of the following methods:

Call the OIG Hotline’s toll free number 1-800-MIS-USED. The Hotline’s operating hours
are from 9:00a.m. until 4:00 p.m. Eastern Time, Monday through Friday, except holidays;

Send an e-mail message to [email protected].

Complete and submit an electronic Complaint Form, which is available on the U.S.
Department of Education’s website at:
http://www.ed.gov/about/offices/list/oig/hotlineform.html.

To ensure complete anonymity, download a hardcopy of the special complaint form,
complete and mail to:
Inspector General’s Hotline
Office of Inspector General
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-1510
Section 3
Report Fraud, Falsification and Misconduct-continued
Fraud of intentional falsification is not something that should be taken lightly. Remember that
the home visitor commits to the Code of Ethics every time he or she signs a Certificate of
Eligibility, which has a statement like the following:
I certify that these students are eligible for the MEP services based on the information
provided by the parent/guardian/worker identified in the box to the left. I hereby certify
that, to the best of my knowledge, the information is true, reliable, and valid. Any false
statement provided herein is subject to fine or imprisonment pursuant to 18 U.S.C. 1001.
The home visitor has a special opportunity to help migrant children receive needed educational
services through the MEP. Every service that is provided starts with a competent and qualified
home visitor who is doing his or her job correctly and ethically.
As mentioned previously, fraud is a crime; intentional falsification should be taken seriously by
everyone and should be reported immediately.
Section 4
ELIGIBILITY SCENARIOS/RULING
Basic Migrant Child Eligibility Factors
1)
AGE: The child is younger than age 22.
2) SCHOOL COMPLETION: The child is not
a high school graduate or does not hold a
high school equivalent certificate.
3) MOVE ACROSS DISTRICT
BOUNDARIES: The child has moved across
school district lines on his or her own, or
with or to join an agricultural or fishing
worker.
4) DATE OF MOVE: The child
moved within the last 36 months.
5) PURPOSE OF MOVE: The purpose of the worker’s move was to obtain (or
seek) work that is
a. Agricultural or fishing,
b. Temporary or seasonal,
and
c. An important part of
providing a living for
the worker and his
or her family.
Section 4
Eligibility Rulings
The following information has been gathered from the United States Department of
Education, Office of Migrant Education, Office of Superintendent of Public Instruction or
the Migrant Student Data and Recruitment Office staff.
Federal and state definitions of migrant student eligibility are clear. However, some
cases have so many variables that eligibility may not seem so obvious. The following
section compiles questions with situations that the Migrant Student Data and
Recruitment (MSDR) Office staff has already dealt with and has a ruling on. Some
rulings are similar in nature. This repetition is purposeful to ease the reader in directing
attention to one specific topic.
NOTE: As defined in the federal register, reference to a “qualifying worker” also includes: parents,
spouse, guardian(s), the child or a member of the immediate family as the “qualifying worker.”
A guardian is a “person standing in place of a parent.” This could be a member of the
immediate family including the child’s brother, sister, aunt, uncle, cousin or grandparent.
Eligibility Scenario/Rulings
TYPE OF MOVE
RULING
Scenario:
Children Born
After the QAD
Mrs. Gutierrez moved from Ephrata, WA to Othello, WA on July 7,
2011, to pack potatoes; two weeks later she gives birth to a baby
boy. Her three other children have been qualified as migrant and
are on an existing COE. Can the newborn baby be added to the
COE?
Ruling: No. Children born after the QAD do not qualify and
cannot be documented on the COE.
Scenario:
Dropping off
Children
Enroute to
Final
Destination
Mr. and Mrs. Anderson made a move from Hood Canal, WA to
Ocean Beach, WA to gill net fish for salmon. They stopped at a
different town (Tacoma) along the way to leave their children
with grandma so she could take care of them. Do the children
qualify?
Ruling: Yes. The children made the move with the family as far as
Tacoma. On the Qualifying Move and Work Data # 1 it should
read “moved from: Hood Canal, Washington USA to Tacoma,
Washington. The children moved with the parent, to enable the
parent to obtain seasonal employment in fishing.
Section 4: Eligibility Scenarios/Ruling, Page 1
Section 4
Eligibility Rulings-continued
TYPE OF
MOVE
RULING
Scenario 1:
The Sanchez family moved from Polson, MT to Yakima, WA on
08/30/2010 to pick apples. The home visitor filled out the COE on
09/03/2010. Did the family establish residency?
Ruling: Yes. Washington Migrant Education Program states the
family needs to reside for a minimum of 48 hours in order to
establish residency.
Scenario 2:
Duration
of Move
The Benton family moved from Oroville, WA to Wenatchee, WA
to look for work packing apples on 10/20/2010. On 10/21/2010
the Benton family returned to Oroville, WA since they could not
find work. The Oroville home visitor interviews the family on
10/22/2010. Can the Oroville home visitor qualify the family
using the move from Oroville to Wenatchee?
Ruling: No. The Benton family did not establish 48 hour residency.
(Due to the short duration on the move it would be a hard to
document the necessary comments)
(Refer to Page 12, D23 of USDE OME Guidance Child Eligibility under Title I, Part C
Elementary and Secondary Education Act of 1965) short duration of move policy
Scenario 3: Mr. & Mrs. Garza and four children moved from
Early
Moves
Olympia, WA to Pasco, WA on April 10, 2011, to pick cherries.
During the interview, the parents told the home visitor they
moved early to secure housing. Do they qualify?
Ruling: Yes. Comments indicating why the early move took place
should be documented in the Comments section of the COE.
Section 4
TYPE OF
MOVE
RULING
Scenario 1: The Skywalker family moves annually from Chelan,
WA to Mossyrock, WA to cut Christmas trees on 11/25/2010,
the income is necessary to assist the family during the winter
months. On 12/20/2010 worked ended in Mossyrock and
family returned to Chelan. Does the family qualify?
Ruling: Yes. The family qualifies, they meet all the criteria in
“what is a qualifying move”. (see chart below)
Scenario 2: The Ling family moved from Lynden, WA to Forks,
Economic
Necessity
WA to visit family on 06/28/2010. While in Forks they went to
the beach and dug for clams for recreational activities. Family
returned to Lynden on 07/06/2010. Does the family qualify?
Ruling: No. The family does not qualify because the move was
not for economic necessity as they went to visit family and for
recreational purposes.
Elementary and Secondary Education Act of 1965)
Qualifying Move Chart—The move must contain the following:
Scenario 1: A 14-year old student made a qualifying move on
his/her own. Is the student eligible?
Ruling: Yes. The student is considered as emancipated and is
eligible. The student may sign his/her COE.
Emancipated
Youth
NOTE: If a qualifying child is currently traveling without a parent or
guardian, he/she is considered to be eligible for migrant program services.
This “emancipated youth” may certify himself/herself.
Scenario 2: If a student living by himself/herself moves in
search of qualifying agricultural/fishing work, is this student
eligible to receive Migrant Education Programs services?
Ruling: Yes. This student can serve as the qualifying worker on
his/her own, and is eligible to receive Migrant Education
Program services. No previous move history or moves with a
parent/guardian and/or qualifying worker are necessary. The
student can sign his/her COE.
Section 4
TYPE OF MOVE
RULING
Scenario 1: The Zapata family moved from Pharr, TX to Othello,
WA on 08/10/2011. Mr. Zapata hauls potatoes for A&B Farms
from the fields to the packing shed. Is this a qualifying activity?
Ruling: Yes. Hauling any agriculture product on a farm or ranch is
a qualifying activity.
Hauling
Scenario 2: The Conner family moved from Redding, CA to
Aberdeen, WA on 09/06/2010. Mr. Conner works for B&C Fish.
Mr. Conner work is to haul fish to local grocery stores. Is this a
qualifying activity?
Ruling: No. Hauling agricultural or fish products to a market or
wholesaler is not a qualifying activity.
(Refer to Page 20, G26 of USDE OME Guidance Child Eligibility under Title I, Part C
Scenario 1: The Uribe family moved from Boise, ID to Yakima, WA
to pick apples on 10/10/2010. Does the family qualify?
Ruling: Yes. The purpose of the move was to seek or obtain
qualifying work.
In Order to
Obtain
Any Work
Scenario 2: The Vargas family moved from Chicago, IL to
Kennewick, WA on 05/05/2011. Mr. Vargas is looking for any
work. Mr. Vargas found work thinning apple trees. Is this a
qualifying move?
Ruling: Yes. The worker came looking for any work and obtained
qualifying work.
Section 4
TYPE OF MOVE
RULING
Non-Qualifying Work
Scenario 3: The Campos family moved from San Diego, CA to
Zillah, WA on 02/22/2011. Mr. Campos stated he moved in order
to search for work in construction. Does the Campos family
qualify?
Ruling: No. Mr. Campos is looking for non-qualifying work.
Soon After the Move (30 days)
Scenario 4: The Pacheco family moved from Vincentown, NJ to
In Order to
Obtain
(continued)
Wahluke, WA on 07/15/2011. Mr. Pacheco stated that he came
to work in the pears. Mr. Pacheco was hired when the pear
harvest began on 08/17/2011. Is this a qualifying move?
Ruling: Yes. Mr. Pacheco obtained qualifying work “soon after the
move”, within 30 days of the move.
Prior History
Scenario 5: The Ortega family moved from Las Vegas, NV to
Quincy, WA on 10/28/2011. He came to Quincy seeking work
picking apples, but was not hired. Mr. Ortega worked picking
apples in Washington state 15 years ago, and then moved to Las
Vegas to work in construction. Is this a qualifying move?
Ruling: Yes. Mr. Ortega came to seek qualifying work but did not
obtain it, he has prior history. Comments are needed on COE in
the comment section regarding prior history.
Section 4
TYPE OF MOVE
RULING
In Order to
Obtain
(continued)
Credible Evidence
Scenario 6: The Long family moved from Salt Lake City, UT to
Mount Vernon, WA on 06/28/2010 to pick strawberries. Mr. &
Mrs. Long looked for work at C&C Strawberries, the foreman said
the crew was full but their names would be put on a waiting list.
Does the Long family qualify?
Ruling: Yes. The Long family actively sought qualifying work soon
after the move. Comments are needed on the COE regarding
“credible evidence” as to why work was unavailable and who they
spoke to. Family members of the worker cannot be the additional
information (credible evidence) that supports the worker’s or family
member’s statement that the worker sought the qualifying work.
(Refer to Pages 7-12, D8-22 of USDE OME Guidance Child Eligibility under Title I, Part C
Scenario: The Guerrero family moved from Orlando, FL to Seattle,
WA on 06/02/2010. Mr. Guerrero was told he could find work
picking apples in Washington State. Is this a qualifying move?
Intent - Crop
Ruling: Yes. Mr. Guerrero’s intent was to seek agriculture
qualifying work.
(Refer to Pages 7-12, D8-21 of USDE OME Guidance Child Eligibility under Title I, Part C
Section 4
TYPE OF MOVE
RULING
Scenario: The Contreras family left El Salvador seeking refuge;
Intent-Refuge
they arrived on July 15, 2010, in Long Beach, WA. The church
group that sponsored the family was able to obtain employment
for them at a local oyster farm. Would this be considered a
qualifying move?
Ruling: No. The move was made for political asylum and not to
seek any type of agricultural or fishing related employment.
Scenario 1: The Plazola family moved from Nejapa, El Salvador to
Toppenish, WA on 04/28/2010 to work in the hops. Is this a
qualifying move?
Ruling: Yes. A move from another country to the US may qualify if
one of the purposes of the move was to seek or obtain qualifying
work.
International
Moves
Scenario 2: The Montemayor family moved from Oroville, WA to
Osoyoos, BC Canada to pick apples for a month. Is this a
qualifying move?
Ruling: No. The qualifying move has to be within the United
States in order for a family to qualify for the MEP.
(Refer to Pages 14, D31-32 of USDE OME Guidance Child Eligibility under Title I, Part C
Scenario: The Castro family has lived in Oroville, WA for the last
Late
Identification
three years; Mr. Castro was recently laid off from his regular job
and is now seeking agricultural employment. On June 7, 2010, the
family decided to go to Wenatchee, WA and pick cherries. Two
weeks before school started, mom and the children returned to
Oroville to enable the children to start school. The following
August of 2011, Mrs. Castro was talking to a Migrant Home
Visitor; during their conversation, the home visitor discovered the
family had made a qualifying move during the summer of 2010.
Should she complete a COE on family?
Ruling: Yes. Once the family is deemed eligible, they qualify for
36 months and a COE can be completed.
Section 4
TYPE OF MOVE
RULING
Scenario: The Adams family moved from Ellensburg, WA to
Moves using
Prior History
(Residency
Date)
Ephrata, WA on 10/15/2010 to work at a restaurant. During the
interview the Ephrata home visitor discovered that the Adams
family had made a previous qualifying move from El Paso, TX to
Ellensburg, WA to work in the peas on 07/02/2009. Does the
family qualify for the MEP?
Ruling: Yes. You may qualify the family using a previous QAD as
long as it’s still within the 36 months. A residency date is needed
on the COE (the date the family moved to your district) as the
move to your district is a non-qualifying move.
Scenario 1: The Littlefoot family moves from Wapato, WA to
Randall, WA to pick huckleberries during the weekends. The
family moves four to five times during the summer with a recent
move on 08/14/2011, they do this to augment their income. Is
this a qualifying move?
Ruling: Yes. Moves of short duration that happen subsequently
Moves of Short
Duration
and for economic necessity qualify for the MEP. Comments are
needed on the comment section of the COE as to how the move
was of economic necessity; why the move was of brief duration;
how was it determined the family had a change of residence and
indicate that the move is not a one-time event but a series of
events.
Scenario 2: The Guther family moves from Centralia, WA to
Ocean Beach, WA once a year during the spring just for the
weekend to fish for salmon. Is this a qualifying move?
Ruling: No. Moves of short duration and a onetime event do not
qualify for the MEP.
Section 4
TYPE OF MOVE
RULING
Scenario: A family made a qualifying move from California to
Texas. Later, the family moved to Washington to join their ill
father. Do they qualify; if so, what is the QAD?
Moves Outside
Washington
State
Ruling: Yes. The family qualifies if the second move was made
within three years of a qualifying move. The QAD would be the
day they arrived to Texas. The location of the move is not
required to be into or within Washington State.
Note: the residency date (date the family arrived to your district) is needed on
the COE.
Personal
Subsistence
Scenario 1: The LaRoche family moved from Goldendale, WA to
Vancouver, WA to fish for salmon on 07/18/2011. The LaRoche
family catches salmon and consumes what they catch. Is this a
qualifying move?
Ruling: Yes. As part of their economic necessity the family
consumes a substantial portion of their catch.
Scenario 2: The Tuckers moved from Yakima, WA to La Push, WA
on 06/30/2011. They went to the beach to dig for clams. They
returned to Yakima on 07/02/2011. Is this a qualifying move?
Ruling: No. The move was not due to economic necessity and
digging clams was not part of their substantial food consumption.
(Refer to Page 21, G28-29 of USDE OME Guidance Child Eligibility under Title I, Part C
Section 4
TYPE OF MOVE
RULING
Scenario 1: A family moved to College Place, WA from Yuma City,
CA. The mother is a single parent and has a 18 year-old son. The
family moved in order for the son to find work cutting asparagus.
However, the son had an accident and is unable to work. Do they
qualify?
Ruling: Yes. Because the intent of the move was for a member of
the immediate family to seek work in seasonal, agricultural
employment. A comment is needed as to why the qualifying
worker has not obtained qualifying work.
Scenario 2: An aunt moved with her niece to allow the niece to
work in agriculture. The niece is 17 years old; the aunt has two
children. Is this is qualifying move; who is the qualifying worker
and do two COEs need to be completed?
Qualifying
Worker
Ruling: Yes. The qualifying worker is the niece, and two COEs
need to be completed. The niece would be on the first COE on
own as a worker, and also listed below on the Child/School Data.
The second COE the niece would be listed as the qualifying
worker with the aunt’s two children listed in the Child/School
Data. The niece or the aunt can sign the COE. A comment is
needed explaining the relationship of the qualifying worker to the
children.
Scenario 3: A grandmother, a young mother and her child made a
qualifying move. The grandmother is sorting apples. How is the
COE completed; are two COEs necessary?
Ruling: One COE is adequate, listing the 16 year-old mother and
her child in the Child/School Data section of the COE. The
qualifying worker would sign the COE.
Section 4
TYPE OF MOVE
RULING
Scenario 1: A family moves from a Mabton residence in the
Mabton School District to a Mabton residence located in the
Granger School District. How would the Qualifying Move and
Work Data #1 of the COE be completed?
Ruling: The COE should read “From a residence in: Mabton
School District, Mabton, WA, USA To a residence in: Granger
School District, Mabton, WA.” If a family moves across school
district boundaries, but the town in which they reside is the same,
also list the name of that school district. Write a note in the
comments section explaining the difference between the home
address and QAD location.
Scenario 2: A family made a qualifying move in the summer from
Fresno, CA to Mount Vernon, WA on June 8, 2011 (residing in the
Conway School District). The students were served through the
Mount Vernon Summer School. If the family remains in the area
through Fall enrollment, which district receives the original COE?
School District
Boundaries
Ruling: The original COE would be filed in Conway School District
at the start of school. A copy is kept in the Mount Vernon
Summer School file.
Scenario 3: A COE was completed for the Diaz family, who
moved from Pharr, TX to Mount Vernon, WA on April 4, 2011, to
pick cherries. However, the Mount Vernon address lies within
the Conway School District and the children are enrolled into the
Conway School District. The family subsequently moves into
Mount Vernon (and the Mount Vernon School District) for
housing purposes on September 9, 2011. Would a new COE be
completed, and if so, how would it read?
Ruling: Yes. A new COE would be completed because school
districts are required to maintain original COEs on files for the
migrant children residing in their district. The Qualifying Move
and Work Data section #1 of the COE would read: “From a
residence in: Pharr, Texas USA To a residence in: (Conway
School District) Mount Vernon, WA QAD: 04/04/11”. Writing in
the Residency date of 09/09/2011 on the COE.
Section 4
TYPE OF MOVE
RULING
Temporary
Employment
Worker’s Statement
Scenario 1: Mrs. Tobias and her family moved from Granger, WA
to Cashmere, WA to pack apples on 02/10/2011. Mrs. Tobias
stated that she would pack apples for two months then move to
Toppenish to cut asparagus. Are comments needed on the COE?
Ruling: : Yes. Worker stated that she would be working on a
temporary basis for two months, comments are needed on the
COE indicating the length of time employed.
Section 4
TYPE OF MOVE
RULING
Employer’s Statement
Scenario 2: The Ramirez family moved to Tonasket, WA from
Temporary
Employment
Sunnyside, WA on 08/10/2011. Mr. Ramirez was hired by
Monson Orchards to fix apple bens for 3 weeks. Are comments
needed on the COE?
Ruling: Yes. The employer hired Mr. Ramirez on a temporary
basis. Comments are needed on the COE indicating the length of
time employed.
Hired on a temporary basis but still working after 12
months
Scenario 3: On 06/15/2010 the Mungia family qualified for the
migrant program as Mr. Mungia was employed milking cows on a
temporary basis (5 months). During the Revalidation interview,
the home visitor discovered that Mr. Mungia is still employed
milking cows full time for the same dairy. Are the children still
eligible for the remaining two years of the MEP?
Ruling: Yes. The children are still eligible for the MEP until they
end their eligibility.
(Refer to Page 21, 1-15 and Page 25, H1-13 of USDE OME Guidance Child Eligibility
under Title I, Part C Elementary and Secondary Education Act of 1965)
Section 4
TYPE OF MOVE
RULING
Child(ren) moved first
Scenario 1: Mrs. Contreras and her two children moved to Pasco,
To Join Moves
WA from Mexico on 09/03/2011 to start school. Mr. Contreras
joined his family in Pasco on 10/21/2011 to pick apples. Is this a
qualifying move; what would the QAD date be?
Ruling: Yes. The Qualifying Arrival Date would be the second
date, the date the qualifying worker joined his family 10/21/2011.
Indicate the date the worker moved and the date the child(ren)
moved on the COE. Comments are also needed as to why the
children arrived first and the qualifying worker joined later.
Qualifying worker moved first
Scenario 2: Mrs. Furtado moved from California to Moxee, WA on
05/05/2011 to train hop vines. The Furtado children joined Mrs.
Furtado on 08/10/2011 to start school. Is this a qualifying move;
what would the QAD date be?
date, the date the children joined the mother on 08/10/2011.
qualifying worker arrived first and the children joined later.
Section 4
TYPE OF MOVE
RULING
Moved after 12 months
Scenario 3: Mr. Alvarado moved from Clifton, NJ to Finley, WA on
03/10/2010 to prune apple trees. The Alvarado children joined
him on 06/28/2011 they stayed behind to complete a high school
program. Is this a qualifying move? Would you complete a COE?
date, the date the children joined the father 06/28/2011.
qualifying worker arrived first and why the children joined later.
Note; additional comments as to why it took the children longer
than 12 months to join the father is required.
To Join Moves
Example: The Alvarado children did not join father earlier
because they were completing a high school vocational program
in New Jersey.
Scenario 4: Mr. Chang moved from New York, NY to Seattle, WA
to fish on 06/28/2009. Mrs. Chang was laid off on 12/15/2010
from a fabric warehouse. She and her children arrived on
01/03/2011 from New York to join Mr. Chang. Is this a qualifying
move?
Ruling: No. This is not a qualifying move. Since the reason that
Mrs. Chang and her children moved was due to the loss of her
employment, this does not substantiate the reasoning in
exceeding the 12 months to join move period.
Remember the QAD on To Join Moves will be the second date
(the latter move).
(Refer to Page 15-16, E1-4 of USDE OME Guidance Child Eligibility under Title I, Part C
Section 4
TYPE OF MOVE
RULING
Vacation
Scenario: The Portillo family moved from Olympia, WA to
Orlando, FL on 12/17/2010. During the interview Mrs. Portillo
stated they went to Disney World during the Winter break. Is this
a qualifying move?
Ruling: No. The Portillo family did not meet all the criteria for
“What is a qualifying move.” See chart above.
(Refer to Page 5, D1 & Page 7, D6 of USDE OME Guidance Child Eligibility under Title I,
Part C Elementary and Secondary Education Act of 1965)
Section 5
COMPLETING THE CERTIFICATE OF ELIGIBILITY
Completing the Certificate of Eligibility
1) The Certificate of Eligibility (COE) is the
most important document the home
visitor/recruiter will generate for the MEP,
and it should be treated as such.
2) The home visitor/recruiter should
complete the COE with care so that it is easy
to read and understand, and serves as a clear
basis for the determination of a child’s
eligibility.
3)
All children ages 0-21 should be on the COE.
4) When indicating the qualifying work, remember it’s the ―intent‖ of the
move that should be listed.
5) When completing a COE, legible handwriting is good practice.
6) Use the Qualifying Activity & Crop handout when indicating qualifying
work.
7) Don’t forget comments on:
1. ―to join‖ moves
2. #4ci and #4cii
3. Personal subsistence
4. Temporary
employment
5. Moves of short
duration
Section 5: Completing the Certificate of Eligibility
Section 5
The Certificate of Eligibility (COE)
In order for a school district to provide Title
I Migrant Education Program services to a
student, the school district must
determine that the student has met the
program's qualifying criteria.
Furthermore, the school district must
document the move information on a
Washington State Migrant Education
Program Certificate of Eligibility
(COE).
Purpose
The Washington State Migrant
Education Program is required to
document every migrant child’s eligibility for
the Migrant Education Program (MEP) on a Certificate of
Eligibility (COE). The COE serves as the official record of the State’s
eligibility determination for each individual child. Once eligibility is
determined and a COE is completed, the children are eligible for three (3) years from
their qualifying arrival date. In addition, the COE serves as a document to obtain
family – children information required for enrollment into the Migrant Student
Information System (MSIS). COEs are numbered on the bottom right corner for ease
in referencing.
Information Included
The completed COE, which is printed in triplicate form, should include the names of all
eligible children between the ages of 0 through 21. This includes preschool (ages 0
through 4), school aged (ages 5 through 17), all dropouts (up through age 21), and all
other school aged children (up through age 21) not attending school.
Exceptions
Children who are not eligible and are not to be included on the COE are:
 Children who are born on or after the qualifying arrival date.
 Youth who have graduated from a USA High School or have obtained a General
Education Diploma (GED).
Section 5: Completing the Certificate of Eligibility, Page 1
Section 5
Certificate of Eligibility General Instructions
 A COE must be completed every time a child makes a new qualifying move.
 The completed COE should include the names of all eligible children between the
ages of 0 through 21, whether they are attending school or not.
 The home visitor must not include any child who:



was born after the qualifying move;
is not eligible to receive a free public school education [i.e., has graduated from a high
school or obtained a General Educational Diploma (GED) certificate]; or
did not make the qualifying move described on the COE.
 All attempts should be made to complete all data elements and sections of the
COE. In cases where a response may not be required or does not apply, flexibility
has been built into the instructions. In these cases, the home visitor must write a
dash (-) or “N/A” in the appropriate blank. All other information must be provided.
 If the home visitor completes a COE for a family, the home visitor must fill out a
separate COE for any child who has a different qualifying arrival date (QAD) or for
any child who has different eligibility criteria than the rest of the children in the
family, such as an out of school youth (OSY) who may have moved on his or her
own. In general, the QAD is the date that both the child and worker completed the
move for the worker to find qualifying work. There are special cases that are
described in the instructions for the section titled “Qualifying Move and Work
Data” section.
 If more than one COE is necessary, the home visitor must complete all sections on
each COE form.
 Only an MSDR trained interviewer is authorized to complete COEs. Here are
essential guidelines or helpful hints.







A personal interview is conducted to ascertain the eligibility, and a COE is completed.
Determine the family’s eligibility before completing the COE.
It is extremely important to tell the family that the information obtained is CONFIDENTIAL
and will only be used by educational agencies.
Information on programs and services available needs to be explained to the parent or
guardian prior to obtaining his/her signature.
The COE must be completed, in ink, through a personal interview with the parent or
guardian immediately upon identification. The COE should be neat and readable.
The interviewer and interviewee must sign the COE.
Review the completed COE with the interviewee before leaving the location of the interview
to ensure that all sections have been completed and responses recorded in the proper
section.
 Once the interview and COE are completed, the parent is given the pink copy; the
yellow copy is sent immediately to the MSDR Office and the original is then filed at
the local educational agency (LEA).
Additional COE forms may be requested online at : www.msdr.org or by contacting:
Migrant Student Data and Recruitment Office
810-B East Custer Avenue  Sunnyside, Washington 98944
800-274-6084 or (509) 837-2712
Section 5
Certificate of Eligibility Instructions
SCHOOL INFORMATION:
School District/Agency
Indicate the name of the school district or if an agency, the agency name and location, for
whom this COE is completed. (i.e., Prosser School District).
School Year (SY)
Enter the School Year.
FAMILY DATA:
In this section of the COE, the home visitor will record the name and address of the
child’s male and/or female parent or parents. Verify the correct spelling of all names.
Do not assume.
Male Parent/Guardian [Last Name(s), First Name]
Record the name of the male (if any) currently responsible for the child(ren). Record
this individual’s legal last name (or names) and legal first name. If the male parent has
two last names or a hyphenated last name, record the male parent’s last name(s) as it
legally exists. The term “parent” on this form and in other sections of these
instructions includes a legal guardian or other person who is standing in the place of
the parent or in loco parentis (such as a grandparent, spouse, or step parent with
whom the child lives who is responsible for the welfare of the child). If the child has
more than one male parent or if the child’s legal parent is different from the current
parent, provide the name of the child’s legal male parent in the Comments section. If
there is no parent information disclosed, write a dash (-) or “N/A.” If the “child” is the
worker and a male, write the child’s name for this data element.
Section 5
FAMILY DATA:
Female Parent/Guardian [Last Name(s), First Name]
Record the name of the female (if any) currently responsible for the child(ren). Record
this individual’s legal last name (or names) and legal first name. If the female parent
has two last names or a hyphenated last name, record the female parent’s last
name(s) as it legally exists. The term “parent” on this form and in other sections of
these instructions includes a legal guardian or other person who is standing in the
place of the parent or in loco parentis (such as a grandparent, spouse, or step parent
with whom the child lives who is responsible for the welfare of the child). If the child
has more than one female parent or if the child’s legal parent is different from the
current parent, provide the name of the child’s legal female parent in the Comments
section. If there is no parent information disclosed, write a dash (-) or “N/A.” If the
“child” is the worker and a female, write the child’s name for this data element.
Current Address.
Record the physical address, including the complete name of the street or road where
the child(ren) currently resides. In cases where a formal physical address is not
available, include as much other identifying information as possible (i.e., trailer
number, rural route, migrant camp, landmark). If the physical address is different
from the mailing address, provide the mailing address in the Comments section of the
COE.
City.
Record the name of the city or town where the child(ren) currently resides.
State.
Record the postal abbreviation used by the U.S. Postal Service for the State where the
child(ren) currently resides.
Zip.
Record the five or nine-digit zip code where the child(ren) currently resides.
Telephone.
Record the telephone number, including area code, of the family. If no telephone
number is available, write a dash (-) or “N/A.”
Section 5
QUALIFYING MOVE AND WORK DATA:
In this section, record the qualifying move and qualifying work information which the
State believes documents the child’s eligibility for the Migrant Education Program.
1. The child(ren) listed on this form moved from a residence in _________ (School
District/City/State/Country) to a residence in __________ (School
District/City/State).
 from a residence in _________ (School District/City/State/Country).
This location is the last place of residency before the child(ren) and the parent, spouse
or guardian moved due to economic necessity in order to obtain qualifying work.
Note that the child(ren) might have made subsequent non-qualifying moves.
 to a residence in __________ (School District/City/State).
This location is the place of residency where the child(ren) and the parent, spouse or
guardian moved due to economic necessity in order to obtain qualifying work. A
qualifying move can never be made to a country outside of the United States. As
mentioned previously, the child(ren) might have made subsequent non-qualifying
moves.
Section 5
Following are several “qualifying move” scenarios. Identify which scenario applies to
the specific eligibility situation and record the necessary information.
If the child(ren) moved from a residence in one school district
to a residence in another school district within the same U.S. city –

from a residence in _________ (School District/City/State)
Record the full legally or commonly used name of the school district where the
child(ren) listed resided immediately prior to the qualifying move. Also record the
name of the city and state from which the child(ren) listed moved.

to a residence in __________ (School District/City/State)
Record the full legally or commonly used name of the school district where the
child(ren) listed resided immediately following the qualifying move. Also record
the name of the city and state from which the child(ren) listed moved.
If the child(ren) moved from a residence in one school district
to a residence in another school district
within the same U.S. State (and these school districts
are NOT within the same U.S. city) –

from a residence in _________ (City/State)
Record the name of the city and state where the child(ren) listed resided
immediately prior to the qualifying move.

to a residence in __________ (City/State)
immediately following the qualifying move.
Section 5
Following are several “qualifying move” scenarios. Identify which scenario applies to
the specific eligibility situation and record the necessary information.
If the child(ren) moved from a residence in
one U.S. State to a residence in another U.S. State –


If the child(ren) moved from a residence in
a country other than the U.S. to a residence in the U.S. –


Section 5
If the child and parent moved from different previous residences,
Record the child’s prior residence in response to #1 and record the parent’s residence
in the Comments section.
In order for the child to be eligible, both the child and the parent must have moved
across school district lines and changed residences in the process.
Type of move
The child(ren) moved…
…from one school
district to another
within the same U.S.
city
…from one school
district to another
within the same U.S.
State
…from one U.S. State
to another U.S. State
…from a country other
than the U.S. to the
U.S.
The child’s residence
immediately prior to the
qualifying move
The child(ren) moved from
a residence in ________
(School District / City/
State/ Country)
The child’s residence
immediately following the
qualifying move
The child(ren) moved to a
residence in __________
(School District/City/State)
School District, City, State
School District, City, State
City, State
City, State
City, State
City, State
City, State, Country
City, State
Section 5
The child(ren) moved (complete both a. and b.):
2a.  on own as a worker, OR  with the worker, OR  to join or
precede the worker. [Mark only one box]

Mark the box “on own as a worker” if the child himself or herself
moved in order to obtain qualifying work. Only complete the
worker’s name in 2b.

Mark the box “with the worker” if the child(ren) moved with a
parent, spouse or guardian in order for the worker to obtain
qualifying work.

Mark the box “to join or precede the worker” if the child(ren)
moved either before or after the date the parent, spouse, or
guardian moved in order to obtain qualifying work. If this box is
marked, also complete “i” under 2b.
Section 5
2b. The worker, ______________ (First and Last Name of Worker),

Record the first and last name of the individual who sought or obtained
the qualifying work (i.e., parent, spouse, guardian, or child – if on own as
a worker).
…is the child or the child’s  parent spouse
 guardian. [Mark only one box]

Mark the box that indicates the child’s relationship to the worker (i.e.,
parent, spouse or guardian). Do not select one of these boxes if “on
own as a worker” is checked in 2a.
i. (Complete if “to join or precede” is checked in 2a.) The worker moved
on______ (MM/DD/YY). The child(ren) moved on _____
(MM/DD/YY). (provide comment)

Record the date the worker moved in order to obtain qualifying work.
Also record the date the child(ren) moved in order for the parent,
spouse, or guardian to obtain qualifying work. In addition, record the
reason for the different moves in the Comments section.
Section 5
The Certificate of Eligibility Instructions
3. The Qualifying Arrival Date was ___________ (MM/DD/YY).
Record the QAD, using the two-digit numbers that refer to the month and
day, and the last two digits of the year. For example, May 20, 2011, would be
written as 05/20/11.
In general, the QAD is the date that both the child and worker completed the move.
The child must have moved on his or her own, or with or to join a parent, guardian or
spouse to enable the worker (i.e., child, parent, guardian or spouse) to obtain
qualifying work. As referenced in 2a, the child and worker will not always move
together, in which case the QAD would be the date the child joins the worker who has
already moved, or the date when the worker joins the child who has already moved.
The QAD is the date that the child’s eligibility for the MEP begins. The QAD is not
affected by subsequent non-qualifying moves.
For more information on determining the QAD, see the chart below.
Type of Qualifying
Move
The child. . .
. . .moved with the
worker.
. . .moved before the
worker moved.
. . .moved to join the
worker after the worker
moves.
Qualifying Arrival Date (QAD)--Eligibility
Begins
The QAD is. . .
. . .the date the child and worker both arrive in
the district where the worker will look for
qualifying work.
. . .the date the worker arrives in the district to
look for qualifying work.
. . .the date the child arrives to join the
worker.
Section 5
The Certificate of Eligibility Instructions
4. The worker moved due to economic necessity in order to obtain:
[Mark only one of the following boxes: either a, b, or c.]
a.  qualifying work, and obtained qualifying work, OR
Mark this box if the child, parent, spouse, or guardian moved due to economic
necessity in order to obtain temporary or seasonal employment in agricultural or
fishing work, and obtained that work.
b.  any work, and obtained qualifying work soon after the move, OR
Mark this box if the child, parent, spouse or guardian, moved due to economic
necessity in order to obtain any work, and soon after the move obtained temporary
or seasonal employment in agricultural or fishing work.
c.  qualifying work specifically, but did not obtain the work. If the worker did
not obtain the qualifying work: *NOTE: Also complete box “i,” box “ii”
or both.]
Mark this box if the child, parent, spouse or guardian moved due to economic
necessity to obtain temporary or seasonal employment in agricultural or fishing
work, but did not obtain that work. If this box is marked, also mark box i, box ii, or
both.
ii.  The worker has a prior history of moves to obtain qualifying work
(provide comment), OR
Mark this box to indicate that the worker has a prior history of moving to
obtain temporary or seasonal employment in agricultural or fishing work.
Explain this history in the Comments section. For example, the home
visitor could write, “qualifying worker moved from Brownsville, Texas, to
Sunnyside, Washington, picking apples in May of 2007.” The home visitor
could also check the Migrant Student Information Exchange (MSIX)
database, or other local database, to see if it contains a history of prior
moves to obtain qualifying work and attach the print-out to the COE.
iii.  There is other credible evidence that the worker actively sought
qualifying work soon after the move (provide comment).
Mark this box to indicate that there is other credible evidence that
demonstrates that the worker actively sought qualifying agricultural or
fishing work soon after the move, but the work was not available for
reasons beyond the worker’s control. For example, a local farmer or
grower confirmed that the worker applied for qualifying work but none
was available; newspaper clippings document that work was not available
because of a recent drought, flood, hail storm, or other disaster in the
area. Explain this evidence in the Comments section and attach
supporting documentation where available.
Section 5
5. The qualifying work*, __________ (describe agricultural or fishing work)
(describe agricultural or fishing work)
When describing the specific agricultural or fishing work, the home visitor should use
an action verb (i.e., “picking”) and a noun (i.e., “strawberries”). In other words, the
home visitor should describe the worker’s action (i.e., “picking”) and the crop,
livestock, or seafood (i.e., “strawberries”). For example: picking strawberries;
thinning apple trees; pruning grape vines; picking cherries, detasseling corn; catching
chickens; planting oysters; and harvesting crabs.
Make a selection in both a. and b.
a.  seasonal OR  temporary
Mark the box for “seasonal employment” if the employment occurs only during a
certain period of the year because of the cycles of nature and that, by its nature, may
not be continuous or carried on throughout the year. (Refer to Federal Register dated
July 2008, Section 200.81(j)).
Mark the box for “temporary employment” 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 the worker does not intend to
remain in that employment indefinitely or the employer states that the worker was
hired for a limited time frame.
b. agricultural OR  fishing work
Mark the box for “agricultural work” if the work involves the production or initial
processing of crops, dairy products, poultry, or livestock, as well as the cultivation or
harvesting of trees. (Refer to Federal Register dated July 2008, Section 200.81(a)).
The work may be performed either for wages or personal subsistence
Mark the box for “fishing work” if the work involves the catching or initial processing
of fish or shellfish or the raising or harvesting of fish or shellfish at fish farms. (Refer to
Federal Register dated July 2008, Section 200.81(b)). The work may be performed
either for wages or personal subsistence.
*If applicable, check:
 personal subsistence (provide comment)
(*) Mark the box for “personal subsistence” if “…the worker and the worker’s family,
as a matter of economic necessity, consume, as a substantial portion of their food
intake, the crops, dairy products, or livestock they produce or the fish they catch”
(Refer to Federal Register dated July 2008, Section 200.81(h)). Also provide a comment
in the Comments section.
Section 5
Complete if “temporary” is checked in 5a.
a.  worker’s statement (provide comment), OR
Mark this box if the work was determined to be temporary employment based
on a statement by the worker or the worker’s family (i.e., spouse) if the
worker is unavailable (provide comment). For example, the worker states that
he or she only plans to remain at the job for a few months. Provide
explanatory comments in Comments section.
b.  employer’s statement (provide comment), OR
Mark this box if the work was determined to be temporary employment based
on a statement by the employer or documentation obtained from the
employer. For example, the employer states that he or she hired the worker
for a specific time period (i.e., 3 months) or until a specific task is completed
and the work is not one of a series of activities that is typical of permanent
employment. Provide explanatory comments in Comments section. Attach
supporting documentation if available.
c.  State documentation for ____________________ (employer).
NOTE: This is required on the national COE, it appears here for
informational purposes only as this is not applicable to Washington State.
Mark this box upon verification that the State has current documentation to
support that the work described in #5 is temporary employment for this
particular employer. In other words, the State has verified that of those
workers whose children were previously determined to be eligible based on
the State’s prior determination of the temporary nature of such employment
(or the children themselves if they are the workers), virtually no workers
remained employed by the same employer more than 12 months, even
though the work may be available on a constant and year-round basis.
employer
Identify the employer, whether it is the name of or code for a farmer, a
grower, a business, or a corporation, where the worker either sought or
obtained qualifying work.
Section 5
COMMENTS 2bi 4c 5 6a 6b Other
The “Comments section” of the COE allows the
home visitor to provide additional information or
details that clarify the reasons for the home
visitor’s eligibility determination. The home
visitor should write clear and detailed comments
so an independent party who has no prior
knowledge of the eligibility determination can
understand the home visitor’s reasoning for
determining that the child(ren) is eligible. At a
minimum, the home visitor must provide
comments that clearly explain items 2bi, 4c, 5, 6a
and 6b of the Qualifying Move & Work Section, if
applicable.
As mentioned previously, these items include the following scenarios:

The child’s move joined or preceded the worker’s move.
If the child(ren) joined or preceded the parent, spouse, or guardian, record the
reason for the child’s later move or the worker’s later move.

The employment is temporary based on the worker’s statement or the
employer’s statement.
In particular, record the information provided by the worker or employer regarding
how long they expect the employment to last. The comment should be of sufficient
length to adequately document how the home visitor came to the eligibility decision.

The child(ren) qualified on the basis of “personal subsistence,”
Meaning “that the worker and the worker’s family, as a matter of economic
necessity, consume, as a substantial portion of their food intake, the crops, dairy
products, or livestock they produce or the fish they catch.” (Refer to Federal
Register dated July 2008, Section 200.81(h)).

The worker did not obtain qualifying employment as a result of the move.
In this case, the home visitor must document that the worker stated that one reason
for the move was to obtain qualifying work, AND
o The worker has a prior history of moves to obtain qualifying work;
o OR there is other credible evidence that the worker actively sought
qualifying work soon after the move, but, for reasons beyond the worker’s
control, the work was not available;
o OR both.
Examples of credible evidence include a statement by a farmer that the
worker applied for qualifying work but none was available, or a newspaper
clipping regarding a recent drought in the area that caused work not
to be available.
Section 5
The Office of Migrant Education (OME) recommends that the home visitor provide
additional comments on the COE in the following circumstances and in any other
circumstances in which a third party may question the eligibility determination.
COE COMMENTS: OME RECOMMENDS
 The information on the COE needs additional explanation to be clearly
understood by an independent outside reviewer.
 The basis for the preliminary eligibility determination is not obvious. For
example, the work is unusual enough that an independent reviewer is unlikely to
understand that it is qualifying work. An explanation is needed to enable a
reviewer to understand how the preliminary eligibility determination was made.
 The work could be part of a "series of activities" that, viewed together, would
constitute year-round employment (i.e., mending fences on a dairy farm and
baling hay could be two parts of year-round ranching with one employer).
 The work may be viewed by an independent reviewer as either temporary or
year-round employment (i.e., collecting eggs or milking cows).
 A "move" is of such brief duration or of such a short distance (or both) that one
could question whether any migration has occurred (i.e., intra-city or intra-town
move that is across school district boundaries).
 A parent or guardian uses a symbol such as an ―X‖ or other valid mark as a
signature.
 The person who provided the information on the COE form is not the worker.
Section 5
COE COMMENTS: OME RECOMMENDS
(continued)
 The qualifying move corresponds to school breaks and could be viewed by OME as a return
from vacation or a move for personal reasons, not a move for economic necessity whereby
the worker sought or obtained qualifying work. In this case, the home visitor should explain
why the move away was for economic necessity and not for personal reasons.
 The mailing address is different from the child’s physical residence; provide the mailing
address as a comment.
 The child(ren) and parent moved from different previous residences. Record the parent’s
previous School District/City/State/Country of residence.
 The child(ren) made the move during the school year, but were not withdrawn. Sample
wording includes:
o
Due to lack of work, family went to Mexico on 12/13/2010 and
returned on 01/07/2011 to seek a job in land preparation.
Attached is attendance information.
o
Mom came in to let us know they were leaving due to lack of work
and to go to Mexico to tend to their home on 12/15/2010. They
returned on 01/26/2011 to find work pruning apple trees. Family
was not withdrawn but was gone as attendance indicates.
o
Students went to California with parents on 12/11/2010 because
work was done in area. They returned on 01/20/2011 to work
pruning trees.
Section 5
Residency Date -If move to district is a non-qualifying move:
If the “Residency Date” is different from the QAD
Record the date (MM/DD/YY) that the child(ren) entered the present school district.
Use the two-digit number that refers to the month and day, and the last two digits of
the year. For example, May 20, 2011, would be written as 05/20/11.
If the child(ren) qualified for the MEP on a move prior to the move to the present
school district, the residency date will be later than the QAD. If the child(ren) moved
prior to the worker’s move, the residency date would precede the QAD. If the
“Residency Date” is the same as the QAD, write a dash (-) or “N/A.”
CHILD/SCHOOL DATA Name of Eligible Child(ren)as registered in school
Child/school data includes the name, sex, birth date, etc. of each child.
A home visitor should include all children (ages 0 through 21) with the same family
and eligibility data on the same COE. Any child who has different (1) current family
*see “Family Data” above for additional definition+ or (2) eligibility data—including a
different QAD—must be documented on a separate COE.
Remember children born on or after the last Qualifying Arrival Date are NOT eligible.
Also, students who have graduated from high school or who have received a GED in
the USA should not be listed on the COE.
Note: According to Washington State Attorney General the school district can at its
discretion decide if they wish to enroll students who have graduated from another
country.
Section 5

Last Name 1 & 2
Record the legal last name of each eligible child in the family.
If the child has a multiple or hyphenated last name (i.e., Ramírez-García), record
the first and second last names.

First name
Record the legal first name of each eligible child in the family.
This is the name given to the child at birth, baptism, or during another naming
ceremony, or through a legal name change. Do not record nicknames or
shortened names (i.e., Ale or Alex for Alejandra).

Middle name
Record the legal middle name of each eligible child in the family. This is the
secondary name given to the child at birth, baptism, or during another naming
ceremony, or through a legal name change. Do not record nicknames or
shortened names (i.e., Ale or Alex for Alejandra). If the child does not have a
middle name, write a dash (-) or “N/A.”

Suffix
Where applicable, record the child’s generation in the family (i.e., Jr., Sr., III, 3rd).
Otherwise, write a dash (-) or “N/A.”

Student ID
Indicate the Washington State Migrant Student Information System assigned
migrant student ID number.

Sex
Record the child’s sex: “M” for male or “F” for female.
Section 5

Birth Date
Record the month, day and year the child was born. Use the two-digit number
that refers to the month and day, and the last two digits of the year.
For example, September 20, 2010, would be written as 09/20/10.
A birth certificate is the best evidence of the child’s birth date, if available. If a
birth certificate is not available, the interviewer may use another document to
confirm the child’s birth date, including any of those listed below. The codes
bolded below are the most commonly used codes in Washington State:
Code
03
04
05
06
07
08
09
10
Verification
Baptismal or Church Certificate
Birth Certificate
Entry in Family Bible
Hospital Certificate
Parent’s Affidavit
Passport
Physician’s Certificate
Previously verified School
Records
Code
11
12
13
82
99
Verification
State-issued ID
Driver’s License
Immigration Document
Life Insurance Policy
Other
If written evidence is not available, the interviewer may rely on a parent’s or
emancipated youth’s verbal statement. In such cases, the interviewer should record
“99” – the number that corresponds to “other.”
Section 5
 Multiple Birth Flag (MB)
Record “Y” for “yes” if the child is a twin, triplet, etc.
Write a dash (-) or “N/A” for not applicable
(i.e., the child is not a twin, triplet, etc.).
 Birth Place
Record the city, state and country in which the child was born.
Must be designated by an abbreviation, i.e., Patzcuaro, MC, MEX.
Use two-digit abbreviations for state and three-digit abbreviations for country.
A listing of Mexico Cities/Villages and States is available in the appendix of this
handbook.
 MSIS Enrollment
The enrollment portion is to be completed by the records clerk only if the child
is going to be enrolled in the MSIS using the COE as the enrollment document.
Section 5
PARENT/GUARDIAN/SPOUSE/WORKER AUTHORIZTION AND
SIGNATURE
The interviewee signs and dates the COE on the day the interview is conducted.
The interviewee must also write his or her relationship to the child.
 Ensure the paragraph is read (statement is also printed in Spanish):
I understand the purpose of this form is to help the State determine if the
child(ren)/youth listed on this form is/are eligible for the Title I, Part C, Migrant
Education Program. To the best of my knowledge, all of the information I
provided to the interviewer is true.
AND
 Check the appropriate box(es) if parent(s), guardian(s) or authorized
representative grants permission for information to be shared with HEP/CAMP
programs and/or grants permission for the child(ren) to receive a migrant physical
examination
 The person who signs the COE must be the source of the information contained in
the document and should verify any information provided by another source.
If the parent is unable to sign his or her name, the parent must mark an “X” in the
signature section and the home visitor must print the parent’s name and
relationship to the child in the Comments section.
Section 5
ELIGIBILITY CERTIFICATION
The home visitor signs and dates the COE on the day the interview is conducted.
I certify that based on the information provided to me, which in all
relevant aspects is reflected above, I am satisfied that these children are
migratory children as defined in 20 U.S.C. 6399(2) and implementing
regulations, and thus eligible as such for MEP services. I hereby certify
that, to the best of my knowledge, the information is true, reliable, and
valid and I understand that any false statement provided herein that I have
made is subject to fine or imprisonment pursuant to 18 U.S.C. 1001.
Signature of Interviewer, Date
Signature of Designated SEA Reviewer, Date
A minimum of one SEA-designated reviewer must check each completed COE to
ensure that the written documentation is sufficient and that, based on the recorded
data, the child(ren) may be enrolled in the MEP. The SEA-designated reviewer must
sign and date the COE on the day it was reviewed.
Section 5
REVALIDATION
Revalidations must be completed one (1) year after qualifying arrival date and
annually thereafter. School district staff must contact each eligible migrant family on
an annual basis to ensure they identify and serve their priority for services students.
Conducting the revalidations on an annual basis will ensure priority for services
students are identified in the MSIS.
REVALIDATIONS
How To do a Revalidation:









Home visits to families
Registration at the beginning of the school year
Parent Conferences – set up a booth
Letter to parents at the beginning of the school year
Telephone calls to parents
Working with the records clerk about families coming and going
Parent Advisory Committee (PAC) meetings
English Language Learners (ELL) coaches – who can provide a list of students
Word of mouth through other parents
To Collect/Report the Data:


When revalidation verification is complete, obtain parent’s signature or
indicate “per phone call” with date and initials
Forward the information to the records clerk for entry into the MSIS
Can Records Clerks Assist with the Process:



Forward COEs to the home visitor on a monthly basis for upcoming moves
Report information into the MSIS when revalidations are complete
Forward report to home visitors and federal project directors monthly
Section 5
Process
Two steps to follow as you process and complete a COE should be to always ensure
that:
 COEs are accurate, legible and neat.
 COEs are reviewed before processing.
Correcting Errors on the COE
 When errors or corrections are made on any part of the COE:
 Parent/guardian/student initials are required.
 Corrections must be neat and readable.
 If completing a new COE to replace one that was incorrectly completed,
indicate the following in the comment section: ―This COE replaces COE #‖
 Changes on the COE are to be made on the parent's pink copy whenever possible.
 Do not use white out. A new COE will need to be completed if white out is used.
 Do not send voided COEs to the MSDR office.
Basic Steps to Ensure the COE is Completed Correctly
 Review entire COE for blanks—fill in the blanks.
 Compare birth dates with Qualifying Arrival Date (QAD).





Birth dates cannot be after the QAD.
Compare the interviewer date with parent signature date, these dates must be the same.
The QAD date cannot be after the signature dates.
Scrutinize the QAD section. Are all boxes checked? Is the date and location correct?
Does the qualifying activity match the qualifying arrival date?
Are comments needed if an early/late move or "to join move" was made and as
indicated in the ―Qualifying Move and Work Data Section?‖
Have corrections to the COE been made according to the above procedures?
Have copies of the COE been distributed correctly?
Section 5
Tools to complete the Certificate of Eligibility
Section 5
Tools to complete the Certificate of Eligibility
Section 5
The Certificate of Eligibility-SAMPLE
Section 5
Challenged COE Form
Section 5
COE Completion & Eligibility Questions
Section 6
LOCAL I/R RESPONSIBILITY
1. Post flyers around your
community include your name
and contact phone number
2. Update your home visitor
logs on a daily basis
3. Remember 61% of your
time should be ―active‖
Identification and
Recruitment
4. Have a list of resource within your community for
your migrant families
5. Get to know the community and school district boundaries
Section 6: Local I/R Responsibility
Section 6
State Identification and Recruitment Guidelines for
Local Educational Agencies
A local school or agency must comply with federal and state I/R guidelines and standards. The
guidelines follow:








Ample time to conduct I/R activities must be assured. Duties other than I/R
responsibilities should not be assigned to the migrant funded portion of the home
visitor's time.
Eligibility interviews should be held in the dominant language of the interviewee. The
school district/agency must clarify to OSPI how this is to be accomplished if the home
visitor does not meet this language requirement.
Flexible work hours are essential including a work schedule to accommodate
impaction and the parent's daily work day/shift.
A home visit should be made to determine the reason for a migrant student's absence
from school at least 2-3 school days from the last date attended. If this service is
provided to non-migrant students with basic or other funds, then this service should
also be provided to migrant students with basic or other funds.
A local job description outlining I/R requirements and activities must be adopted. A
sample is included in the Washington State Identification and Recruitment Handbook
(page III.2). Training for any local staff members must be provided by the MSDR office
prior to I/R activities taking place.
LEAs will be required to demonstrate responsibility for active identification and
recruitment of migrant students with a 100% COE/eligibility accuracy rate. Active I/R
consists of activities that lead to the location of all-migrant families and youth residing
within school district boundaries. This includes networking, advertising, searching for
and recruiting students outside of the school building and in the communities
wherever migrant families may reside. In the absence of meeting this requirement,
OSPI will require steps for corrective action as determined in WAC 392-164-410.
A migrant home visitor log or other documentation to justify I/R activities is required.
Certificates of Eligibility (COE) must be completed accurately according to state and
federal guidelines, and must be kept on file according to record retention
requirements.
Section 6: Local I/R Responsibility, Page 1
Section 6
State Identification and Recruitment Guidelines
Role of the Home Visitor
Migrant education is the only
federal program that requires
recruitment.
The home visitor has a very
special job. Some reasons
why this is so important are:

The children of
migratory workers are
often invisible. They
quietly come and go, and do not
attract very much attention. Sometimes
they attend school on their own, and sometimes they
do not. If the children were not recruited, many would not be in
school at all.

Because the eligibility requirements are complex and are often difficult to interpret,
a trained home visitor is necessary to ensure that only eligible children are enrolled
in the program.

Migrant families tend to be very self-sufficient. They are not accustomed to looking
outside of their own family for help. Unless they are recruited into the program,
many will not seek out these services.

Many migrant families do not speak English in their home, and frequently there are
cultural differences between the home and school. For these and other reasons, it is
important that someone provide a link between the school and home.
Section 6
Home Visitor Job Description
HOME VISITOR JOB DESCRIPTION
Directly Responsible to: Federal Programs Director
Identification and recruitment includes seeking out and identifying children who potentially
qualify for the program, completing the paperwork necessary to establish their eligibility and
enrolling them in the program. This includes gathering the information needed to enroll
them into the Migrant Student Information System (MSIS).
Minimum Qualifications
 Must be able to read, write and speak fluently in English and/or the language spoken by migrant
parents, spouse and/or a student at home.
 Must be a high school graduate and/or possess a GED.
 Must be able to work with people, be patient and willing to help parents, and/or student with
questions, and provide resources, etc.
 Must be able to travel and possess a valid Washington State Driver's License and automobile
insurance.
 Must be able to attend regional and state in-service training.
 Must be flexible, in order to work evening hours when needed.
 Must be able to complete accurate and timely reports.
 Must have the ability to develop a liaison role between the home, school and community.
Job Description and I/R Activities—Major Responsibilities
1) Actively identify and recruit all eligible migrant children residing in the school district
from 0 through 21 years of age. This includes, for example, surveying the area,
establishing communication networks, establishing work relations with other community
agency personnel, employers and social services.
2) Complete, distribute and maintain a Certificate of Eligibility according to state/federal
guidelines for each eligible migrant family immediately upon their arrival in the school
district (regardless of whether students are in school or not). (The home visitor must be
able to verify that the family has resided within their district boundaries for a minimum
of 48 hours. Prior to processing an MSIS enrollment).
3) Annually verify families’ most recent move information.
4) Share information on eligibility of migrant families with preschool programs as
appropriate.
5) Provide assistance as a liaison between the home and school.
6) Promote activities between students, parents, educators and communities and assist
7) Share with migrant parents and students all school services/programs available to them.
This includes, instructional program, MSIS, physical exams and alternative educational
programs.
8) Network with other agencies providing services to migrant students to ensure a
coordinated service-delivery system.
9) Refer migrant families to appropriate health, social or legal services in order to meet the
needs of the migrant student's successful participation in school.
10) Prepare documentation such as a home visitor log, which reflects major home visitor
activities.
11) Prepare a list, when applicable, of migrant dropout students to be placed on file at Local
Educational Agency (LEA).
12) Recruit out-of-school students into educational programs.
Section 6
Home Visitor Activities - Percentage of Time Recommended
61% = Active Identification and Recruitment (I/R)





Complete, distribute and maintain a Certificate of
Eligibility according to state/federal guidelines for
each eligible migrant family immediately upon their
arrival in the school district (regardless of whether
students are in school or not). (The home visitor
must be able to verify that the family has resided
within their district boundaries for a minimum of 48
hours).
Share information on eligibility of migrant families
with preschool programs where appropriate.
Prepare a list, when applicable, of migrant dropout
students to be placed on file at Local Educational
Agency (LEA).
Recruit out-of-school students into educational programs
Verify families most recent qualifying move on a yearly basis (Revalidation of existing COE)
18% = Home/School Liaison



Provide assistance as a liaison between the home and school.
Promote activities between students, parents, educators and communities and assist
Share with migrant parents and students all school services/programs available to them.
This includes, for example, the instructional program, MSIS, PASS, physical exams and
alternative educational programs.
10% = Social Services Assistance



Network with other agencies providing services to migrant students to ensure a coordinated
service-delivery system.
Refer migrant families to appropriate health, social or legal services in order to meet the
needs of the migrant student’s successful participation in school.
Actively identify and recruit all eligible migrant children residing in the school district from 0
through 21 years of age. This includes, for example, surveying the area, establishing
communication networks, establishing work relations with other community agency
personnel, employers and social services.
10% = Documentation

Prepare documentation such as a home visitor log, which reflects major home visitor
activities.
1% =

Other Identification and Recruitment Activities
Other
Section 6
Active I/R: Finding Migrant Children
Definitions
Recruitment means making contact with migrant families, explaining the Migrant Education
Program (MEP), securing the necessary information to make a determination that the child is
eligible for the MEP, and recording the basis of the child’s eligibility on a Certificate of Eligibility
(COE). Upon successful recruitment of a migrant family, eligible children may be enrolled in the
MEP.
This section will provide guidelines on how to
identify migrant families by describing various
types of surveys.
Types of Surveys
There are three basic ways to identify migrant
families:
a)
Within the School
b)
In the Field
c)
In the Community
A. Within the School
School and community surveys are conducted on an ongoing basis throughout the project
period. New Enrollments – Important sources of information for the home visitor are the
records of new enrollments in each plant within the school district or agency. An arrangement
should be made in each district or agency
regarding access to this information. Things to
look for in new enrollments:
 places of employment;
 history or change of residence (has the
family been in the district before); and
 occupation of parents
B. When to Conduct a Survey
A field survey is most often conducted prior to
and during the periods of high employment
(impaction) in agricultural, horticultural or
fishing activities and when an increase or decrease of migrant families occurs in that area.
Section 6
Types of Surveys-continued
C. Knowing the Area
What to know about the area:
 Identification of the Migrant
Activities
 agricultural/horticulture
 fishing
 Knowledge of the Industry
 what kind of jobs make
up the migrant activity?
 who are the migrant
employers?
 Knowledge of the Migrant Cycle
 when do migrants arrive in the area?
 how long do they stay?
 Knowledge of Housing for Migrant Workers
 Knowledge of agencies that provide services to migrant families and the
establishment of working relationships with the staff
What to ask the School
Working through the federal program director, arrange with the school principal or with the
superintendent to add questions 1, 2 and 3 from the survey below to the school registration
papers:
1. Have you or your family moved within the past three (3) years?
 Yes No
2. Did the family cross school district boundaries?
 Yes No
3. Was the move made for the purpose of seeking or obtaining
agricultural or fishing related employment?
 Yes No
Registration Help
If yes was answered to all three (3) questions, the school or agency registrar would list those
students' names. Based on these referrals, the home visitor can then schedule a visit with the
student's parent(s) or guardian(s) to determine eligibility.
Section 6
Survey in the Field
Employer Survey – Farmer/growers, plant managers, field foremen and employment agencies
are contacted in a survey conducted to find out where migrant people are employed. These
employers/resources can provide valuable information, may open their personnel lists (of
names and addresses) to the home visitor and/or may be able to help make contact with their
employees. For this reason, it is very important to establish good working relations with these
people prior to impaction. A comprehensive explanation of the Migrant Education Program, its
goals and services, and an explanation of the home visitor's role should be provided to these
resource persons. Growers associations and state agricultural and fishing groups are also
valuable resources for identifying where migrants are employed or if they are self-employed (in
the fishing industry, for example).
Employers
The home visitor should chart all pertinent information gathered from migrant labor
employers. This information may be logged using the Home Visitor Form Log.
Section 6
Sample Forms
Farm Contact/Employee Survey
(available on MSDR website, Resources for HV)
Section 6
Sample Forms
Eligibility Survey
Section 6
Sample Forms
Cuestionario de Elegibilidad
Section 6
Sample Forms
Title I Migrant Education Program
Section 6
Sample Forms
Programa de Educaciòn Migrante, Titulo I
Section 6
Sample Forms
Do You Qualify?
(available at MSDR website, Resources for HV)
Section 6
Sample Forms
¿Califica Usted?
Section 6
COE Distribution and Filing Guidelines
When a non-migrant funded agency or school district becomes a migrant
funded program, the new migrant funded agency/school district will:




Use original COEs provided by the MSDR
Process enrollment/withdrawals.
Update student record with new educational and health information.
Maintain original COEs in school district file.
** auditable COE
When an LEA or agency ceases to be migrant funded the LEA/agency:
 Maintains original COEs in their district/agency files.
 Provides a photocopy of the COE to MSDR Identification and Recruitment
Office.
When children reside in a migrant funded school district, but are receiving
services in a non-migrant funded school district/daycare:
The migrant funded school district will:
1. Completes original COE**
2. Provides photocopy of COE to MSDR
3. Maintains original COE in school district file, and
MSDR I/R staff will:




Use photocopy of COE as original**
Indicate on COE where original COE is located
Process enrollments and withdrawals
Maintain copy in non-project files
Section 6
COE Distribution and Filing Guidelines
When a migrant funded pre-school center closes:
 A list of students they served, along with photo copies of COEs, should be
sent to the school district, allowing the school district to enroll these children
into their out-of-school ID.
When summer schools serve students from regular school programs:
The migrant funded regular school program will:
 Maintain original COEs** in district files
The migrant-funded summer school program will:
 Process summer enrollments and withdrawals.
** auditable COE
Section 6
I/R Activities: Recruiting Out -of- School (OOS) Youth
Eligible Ages
The Title I Migrant Education Program
federal regulations state that all children,
ages 0 through 21, are eligible to qualify
for the program. The federal regulations
have further determined school age
children to be between the ages of 3
through 21. This age group generates FTE
funding for the state. Local education
agencies also generate funding for all 3
through 21 year olds enrolled in the MSIS.
Out-of-School Youth
Whenever youth between 0 through 21
does not enroll in school, he/she
becomes known as an OUT-OF-SCHOOL
YOUTH. The youth should be identified
and enrolled in the MSIS annually using
the Out-of-School (OOS) identification
code.
Where Are They?
For purpose of this section, we will
address the middle or secondary aged,
out-of-school youth. To locate these
youths, it is important to consider that they may be living alone or with others of similar
age. Driving around the community may yield some leads when observing places where
these youths may gather.
Some places may be:
o
o
o
o
o
o
Laundromats
Mini Marts
Taco Trucks
State Parks
Single Housing Complexes
Adult Basic Education Classes
Posters may be left at these locations with name, address and telephone numbers
where the home visitor may be reached. When these youths are interviewed they
should be asked if they know of others who may be out-of-school and may qualify for
the program.
Special Issues
The eligibility of out-of-school youth brings up some special issues that are herein
highlighted to increase the home visitor's awareness on this special population.
Section 6
I/R Activities: Recruiting Out-of-School (OOS) Youth
Graduate and GED Recipients
The Department of Education ruled that students who have received their GED or
graduated from high school are not eligible to participate in the program. Therefore,
these youths are not to be identified on a certificate of eligibility and may not be served
with Title I Migrant Education Program funds. Note: According to Washington State Attorney
General the school district can at its discretion decide if they wish to enroll students who have graduated
from another country.
Social Services Assistance: Referrals
What Is It?
The referral - directing needs to the appropriate resource(s) - is addressed in this
handbook because much of the migrant child's educational success is dependent on the
family's ability to provide for the physical, emotional and health needs of their children.
Federal Register
The Federal Register states:
Under what conditions may support services be provided? An SEA or an
operating agency may provide health, nutritional, social or other support
services with migrant education funds if:
1.
These services are necessary to enable
eligible migratory children to
participate effectively in instructional
services; and
2.
In the case of an operating agency, that
agency has first –
i.
Requested assistance from the SEA in
locating and using other Federal/State
programs to provide these service s;
and
ii.
Determined that funds or services from
other programs are not available
and/or are inadequate to meet the
needs of the participating migratory
children.
Section 6
Social Service Assistance: Referrals
State Plan
As indicated in the needs assessments conducted throughout the Washington State
Migrant Education Program, “migrant students and their families often need assistance from
bilingual staff who will provide them information regarding health, welfare, life-management
skills, and educational services. Migrant parents also need the support from staff to refer them
to these existing agencies in securing services from these agencies.”
Social Service Agencies
To achieve the above, it is important that the home visitor establish a good working
relationship with agency representatives and becomes very familiar with social service
agencies. Helpful information to know about the social service agencies is:






Name of Agency
Location
Contact person and phone number
Office Hours
Service Provided
Eligibility Criteria (if applicable)
Section 6
Making the Referral
Tips for Making the Referral

Assess the needs of the family by gathering the information during an
interview with the family, student and other school staff.

Upon determination of the family needs, the home visitor should inform the
family of the services, which may best meet their needs.

The home visitor must review the eligibility requirements of the program to
ensure that the client is being referred to the appropriate program.

The home visitor may transport the family to the available resources, if
necessary. Translation services may be provided, if other translation
support is not available.
The home visitor may refer a child only if parental consent is granted (when
applicable).
Confidentiality of information obtained in making referrals should be
maintained.


Follow Up
It is important to follow up on referrals made to ensure that initial needs have been
addressed.




The home visitor must follow up by contacting the family within two weeks
(if agency is statewide) or within two or three days (if agency is local) to
inquire as to the results. These contacts may be made either by phone or
letter.
The home visitor must serve as an advocate for the family. If additional
items are necessary to formalize or complete the referral or to obtain the
services, the home visitor may take appropriate action at this time.
The home visitor must establish a cooperative, mutually helpful relationship
with the representatives and social service delivery staff or local agencies,
both in follow up activities and in the initial contact.
The home visitor must ensure that all contacts and follow ups are
appropriately documented.
Section 6
Statewide I/R Activities
Eligibility Rulings
The MSDR provides the training and is also the state-authorized agent in determining
eligibility rulings. The high standard of quality control is maintained by having one office
provide uniform statewide information on eligibility criteria.
100% Eligibility Accuracy Rate
When necessary, staff at MSDR, and through OSPI determine eligibility in questionable
cases. MSDR staff are available to answer questions Monday - Friday, 7:30 a.m. - 4:30
p.m., except holidays and may be reached at 800-274-6084 or 509-837-2712. It is
extremely important to ask for and receive proper guidance when addressing eligibility
issues.
Family Eligibility Reviews (FERs)
MSDR conducts local Family Eligibility Reviews (FERs). FERs are conducted for the
purpose of verifying the accuracy of interviews. This procedure involves an annual
random review of Certificates of Eligibility (COEs) from the school district. The selected
families are then interviewed by a trained interviewer to verify the information as documented on the COE is accurate. LEA staff may also request FERs if there is a question on
the validity of an existing COE.
Section 6
Examples of Social Service Agencies
There are many agencies and organizations, which provide services. The following is
only a partial list:
Medical
Clothing
















Health Clinics
County Health Departments
Women, Infants, & Children Program
Local Hospitals
Community Service Groups (e.g., Lions,
Kiwanis, Elks)
Children's Orthopedic Hospital
Red Cross
United Way Programs
Shriner's Hospitals
Crippled Children’s Hospital
Financial





Department of Social & Health Services
Local Churches
Private Non-Profit Organizations
Other Related Community
Organizations
211
Salvation Army
St. Vincent de Paul
Goodwill Industries
Local Church Groups
Community Service Groups
Non-Profit Charitable
Organizations
Food





Local Church Groups
Salvation Army
Non-Profit Charitable
Organizations
Local Food Bank
Housing






Local Churches
Local Housing Authority
Landlord/Tenant Associations
Housing and Urban Development
Growers Associations
Legal




Columbia Legal Services
Local Legal Aid Services
Commission on Hispanic Affairs
State and Regional Office of Civil Rights
Section 6
MSIS and I/R Retention Requirements
Section 6
Home Visitor Log
Filling out a home visitor log is the way to keep track of your identification and recruitment activities throughout the school
year.
You may find the home visitor logs on the home page www.msdr.org under Resources for home visitor.
https://www.msdr.org/resources/index_ir.cfm
Type in your daily activities and use your own narrative comments, as you enter hours and miles it calculates at the bottom
of each page. You can also save this to your desk top and continue working on it and the information is all save and ready for
you to print when needed.
Note: Consult with your FPD regarding Mileage and reimbursement purposes
Home visitor log in Excel document
Home visitor log in Word document
You can type in your activities, and select from the drop down menus
(Means of Contact, Purpose and Narrative Comments) to make your
reporting easier.
Section 6
Form: Home Visitor Log
Section 6
Home Visitor Log Acronyms & Abbreviations









DNQ ................... Does Not Qualify
COE .................... Certificate of Eligibility
NH ...................... Not Home
NI ....................... Not Interested
NP ...................... No Phone
MA ..................... Made Appointment
SLP...................... Sent Letter to Parent
Disc .................... Disconnected
NS ...................... No Show
Section 6
Putting “Active” Into Active I/R
Sometimes we’re stuck in the
rut of our everyday routine that
we forget some of the common
elements of recruiting migrant
families in our community.
However, if we neglect these
activities, some migrant
families will certainly go
without being identified and
served.
Mapping the School District
Home visitors should have a map of their school district on file which indicates where
the migrant or seasonal farm worker housing is located. They should refer to this map
and visit the complexes repeatedly throughout the year, but especially during peak
harvest seasons, to identify families which are new to the housing units.
Networking with Community Agencies and Migrant Employers
In order to provide excellent services to our migrant families, home visitors are
encouraged to communicate regularly with agencies that provide social services.
Posting flyers within the social services will visually inform their clients about the
Migrant Education Program as a possible resource. Having a flyer available at social
service agency network
meetings may encourage
possible referrals to eligible
families to school district
MEP staff.
Home visitors should also
arrange to visit local packing
houses during peak harvest
times to identify possible
eligible families. Simply
handing out flyers during the lunch break or posting flyers in the cafeteria may lead to
the identification of families. Leaving flyers at the personnel office and asking that new
employees be given the flyer may also prove beneficial.
Section 6
Putting “Active” Into Active I/R
Canvass the Community
At the time when migrant farmworkers have an obvious presence in your community,
home visitors should canvass the area
identifying families whose children
may not be enrolled in school.
Laundromats, community parks,
churches and taco trucks are places
where migrant families may be
identified for program service s.
Posting flyers where permitted and
making regular visits during peak
harvest times will produce positive
results.
Plan on Getting Out
There are migrant families whose children do
not attend school. Home visitors will not find
them by waiting for them in their school
district office. A weekly plan must be
established to go out and locate and identify
the families. During peak seasons it may
mean being out of the office every day.
During the winter it may mean not leaving at
all. However, having a plan that will be
carried out throughout the year is essential.
The plan should include when, and where they will go and who they will see. Who
develops this plan? Together the home visitor and the federal programs director must
carefully plot out this plan. Also, federal programs directors must ensure that other
district activities do not interfere in conducting active recruitment, i.e., translation of
forms, monitoring the lunch room, etc.
Implementing just one of these strategies will not produce tremendous, immediate
results. However, when all of these activities are properly coordinated, the end result
will be a larger number of migrant children receiving valuable services.
Section 6
Creating the I/R Plan
NOTES: Creating the I/R Plan
1. Mapping Your School District Boundaries
2.
Contacts of Local Resources and Community Agencies
3. Plan to get out
4. Identification and Recruitment—The Interview
5. Utilizing the Migrant Student Information System (MSIS)
Section 6
Home Visitor Log
 Are your home visiting activities
appropriate?

Do the activities logged fall under:
o
o
o
o

Active Identification and
Recruitment (61%),
Home School Liaison (18%),
Documentation of I/R Activities
(10%)
Social Services Assistance (10%)
Are your activities supplemental to
other home visitor activities carried
out through other programs? You
should not supplant other home
visitors paid through other programs.
Community Recruitment
 Are you surveying the community
looking for families


Placing flyers on store bulletin boards
Visiting Laundromats
 Are you coordinating continuously
with other agencies serving
migrant families

ECEAP/WSMC/DSHS/Local Food
Banks
 Are you communication regularly
with employers likely to hire
emigrant families (farm contact
form)?
 Are you visiting/surveying migrant
housing camps/sites?
 Are you conducting evening home
visits?
School District Coordination
 Are you communicating weekly with
secretaries in each building to see
if new students have enrolled into
school?
 Are you coordinating with records
clerk to ensure families are
enrolled and withdrawn in a timely
manner?
 Are you reviewing school
registration forms as a tool to
screen possible migrant families?
Certificates of Eligibility (COEs)
 Are you identifying families in a
timely manner? Within 2 weeks of
arriving into the school district for
non –summer migrations. In
September for migrations which
occur during the summer.
 Are you completing COEs for those
families leaving the district in the
winter and then returning to work
in January of February?
 Are you completing COEs for
students not attending school?
Section 7
MSIS FOR THE HOME VISITOR
1. Keep up with your COE revalidations run your Unreported Revalidation
Report monthly
2. Students are still eligible for 30-60 or 120 day, run your Qualifying
Arrival Date Report this will help you stay on top of your students who will
soon become end-of-eligibility
3. Pull up your monthly
termination report and
find
your
End-ofEligibility students, it’s
never too late
to interview your
families
Section 7: MSIS for the Home Visitor
Section 7
Eligibility
COE Generation Report
This report lists COEs generated by a school district for the school year selected.
To Access the COE Generation Report
Step 1:
Under Eligibility Report Title, select
COE Generation Report
Step 1
Step 2:
Select the criteria from the report
selection screen
Click “Run Report ”
Step 3:
View the COE Generation Report.
Step 2
Step 3
Section 7: MSIS for the Home Visitor, Page 1
Section 7
Eligibility
COE Revalidation Report
This report lists COE revalidation status as reported in the MSIS for the present school
year. Status can be all revalidations, reported revalidations or unreported revalidations.
To Access the COE Revalidation Report
Step 1
Step 1:
Under Eligibility Report Title,
select COE Revalidation Report.
Step 2:
Select the criteria from the
report selection screen.
Click “Run Report ”
Step 3:
View COE Revalidation Report.
Step 2
Step 3
Section 7
Eligibility
Possible Missed COE Report
This report lists students currently enrolled in your school district who do not have a
COE completed by your school district as reported in the MSIS.
To Access the Possible Missed COE Report
Step 1
Step 1:
Under Eligibility Report Title,
select Possible Missed COE Report.
Step 2:
report selection screen.
Click 05/31/2011“Run Report”
Step 3:
View Possible Missed COE
Report.
Step 2
Step 3
Section 7
Eligibility
Qualifying Arrival Date (QAD) Report
This report lists students whose QAD will expire within 30, 60, 90 or 120 days.
To Access the Qualifying Arrival Date (QAD) Report
Step 1
Step 1:
Under Eligibility Report Title, select
Qualifying Arrival Date (QAD) Report.
Step 2:
Select the criteria from the report
selection screen
Click “Run Report”
Step 3:
View Qualifying Arrival Date (QAD)
Report.
Step 2
Step 3
Section 7
Eligibility
Termination Report
This report lists students who have been terminated from the MSIS. Termination reasons are:
graduated, deceased, end of eligibility, other or GED.
To Access the Termination Report
Steps 1
Step 1:
Under Eligibility the MSIS
Report Title, select Termination Report.
Step 2:
report selection screen
Click “Run Report”
Step 3:
View Termination Report.
Step 2
Step 3
Section 8
REFERENCE MATERIALS
1. Useful resources, supplies and
valuable tools are available for
the migrant home visitor at:
www.msdr.org
2. The following are a request
away:





Certificate of Eligibility (COE)
Transfer Packets
Pocket Calendars
Door Knob Hangers
Guidance Books
Section 8: Reference Materials
Section 8
REFERENCE MATERIALS
School Information
This section is provided for the home visitor to insert specific reference material about his/her
district. Such information may be kept handy for quick reference and to share with families:
HANDY SCHOOL INFORMATION
FOR THE ACTIVE HOME VISITOR
1. District graduation requirements and handbooks from the schools
in the district
2. Attendance Requirements
3. Bus Schedules
4. Holiday Schedules
5. School Board Policies
6. Parent Conference Days
7. Schedule of Field Trips
8. Handy information for New residents, some examples:
Names, addresses and phone numbers of:
 Utility Services
 Social services agencies
 Police Department
Phone company
Adult learning centers
 Fire department, etc…
9. Alternative education program brochures and information, if
applicable.
 HEP
CAMP
PASS
10. Home Visitor Information packet for parents
Section 8: Reference Materials, Page 1
Section 8
REFERENCE MATERIALS
Home Visitor Parent Packet
Each home visitor has his/her unique way of taking along necessary forms and
information during home visits. Having all of the forms, information and supplies
needed by a home visitor in a packet may aid in making the job of home visitor more
efficient. Below is a suggested sample of what a home visitor parent packet may
contain.
FORMS:
The home visitor may find it useful to have brochures and other information on
programs available when identifying and recruiting families. The social services
directory is one starting point to begin identifying services/programs in the family’s
community.


COEs
School Enrollment forms (This would include all necessary school information, e.g.,
registration, immunizations and medical release forms). If applicable.
OTHER INFORMATION
Migrant Education Program – this would be any information on the National
Program, Brochures, handouts, etc. Contact MSDR if more information is needed.
Resources Directory – Listing of Social Agencies in the community and surrounding
areas. For example daycare centers, WIC, Housing,
Job/Employment, Clinics or other community social agencies
like DSHS for TANF/Food Stamps and Medical.
PAC - Contact the MERO office for information.
Home visitor Log, Planner, Map, Miscellaneous
Items – It may be helpful to have these items to record dates,
referrals, and make appointments. There may be miscellaneous
items that each home visitor may find useful.
Supplies – This might include a clipboard, several pencils and
pens, paper clips, post-it notes, door knob messages, file
folders, tooth brushes and tooth paste (can be obtained by
Migrant Health or MSDR) etc.
Once the necessary forms and items are gathered, place them in a
file and take with you on home visits.
Section 8
REFERENCE MATERIALS
Identification and Recruitment Checklist
Home Visitor Log



Are the home visitor’s activities appropriate?
Do the activities logged fall under:
 Active Identification and Recruitment
(61%)
 Home School Liaison (18%)
 Documentation of I/R Activities (10%)
 Social Service Assistance (10%)
 Other Identification and Recruitment
activities (1%)
Are the activities supplemental to other
home visitor activities carried out through
other programs? The migrant home visitor should not
supplant other home visitors paid through other programs.
Community Recruitment






Surveying the community looking for families
Placing flyers on store/church/laundromat bulletin
boards
Continuous coordination with agencies/churches serving
migrant families – ECEAP/WSMC/DSHS, etc.
Is the home visitor communicating regularly with
employers likely to hire migrant families (farm contact
form)?
Is the home visitor visiting/surveying migrant housing
camps/sites?
Is the home visitor conducting evening home visits
(for those families not available during the day)?
School District Coordination



Is the home visitor communicating weekly with
secretaries in each building to see if new students have
enrolled into school?
Is the home visitor cross-referencing the Migrant
student list with the Bilingual student list and
interviewing those Bilingual families who are not on
the Migrant list?
Is the home visitor regularly reviewing school
registration forms (or survey forms) as tool to screen
possible migrant families?
Section 8
REFERENCE MATERIALS
Identification
Certificates Of Eligibility (COEs)

Are families being
identified in a timely
manner? Within two
weeks of arriving into
the school district for
non-summer
migrations? In
September for
migrations which occur
during the summer?

Are COEs being
completed for those
families leaving the
district in the winter
and then return to
work in January or
February?

Are COEs being
completed for students
not in school?
MSDR User Forum
MSDR’s User Forum is an online discussion
site especially created for Migrant
Education staff to use as a tool in assisting
and supporting them in their efforts to
identify and recruit migrant students in the
state of Washington. The forum is operated
and managed by the Migrant Student Data
and Recruitment Office (MSDR).
MSDR USER FORUM
https://www.msdr.org/forummvc/overview/?reload=testing#/init
Section 8
REFERENCE MATERIALS
Qualifying Activities & Crops
Section 8
REFERENCE MATERIALS
Reference Guide for Certificate of Eligibility
Completion
Section 8
REFERENCE MATERIALS
Mexico Cities and Villages
City/Village
Abalá
Abasolo
Abasolo
Acahualco
Acambaro
Acambay
Acanceh
Acaponeta
Acapulco
Acateno
Acatepec
Acatlán
Acatlán
Acatlán
Acatlán
Acatlán
Acatlipa
Acatzingo
Acayuca
Acayucan
Acolman
Aconchi
Acoxochitlán
Actopan
Acuaco
Acuitzio
Aculco
Agiabampo
Agua Blanca
Agua Caliente
Agua Caliente
Agua Prieta
Agua Zarca
Agua Caliente
Aguascalientes
Aguililla
Agujita
Ahome
Ahuacatitlan
AhuAcatlán
Ahuacoutzingo
Ahualulco
Ahualulco
Ahuazotec
Ahuehuetzingo
Ahuichila
Ajacuba
Ajijic
Akimal
State
YU
GJ
TM
MX
GJ
MX
YU
NA
GR
PU
PU
GR
HG
JA
OA
PU
MR
PU
HG
VE
MX
SO
HG
HG
PU
MC
MX
SO
MC
CH
JA
SO
SO
SI
AG
MC
CU
SI
MR
NA
GR
JA
SL
PU
PU
CU
HG
JA
QR
City/Village
Alaguinés
Alamo
Alamos
Alazán
Aldama
Aldama
Algodones
Allende
Allende
Allende
Almaya
Almoloya de Juárez
Almoloya del Río
Alpoyeca
Alpoyeca
Altamira
Altamirano
Altar
Altata
Altepexi
Alto del Moralito
Altotonga
Alvarado
Alvaro Obregón
Alzada
Almacuzac
Almanalco
Almatenango del Valle
Amatepec
Amatlán
Amatlán
Amayuca
Amealco
Ameca
Amecameca
Ameyalco
Amomolulco
Amozoc
Amuzgos
Anáhuac
Angahuan
Angamacutiro
Angangueo
Angostura
Angostura
Anteojitos
Antiguo Morelos
Anton Lizardo
Apaseo el Alto
State
SL
VE
SO
VE
CH
TM
BC
CU
NL
VE
MX
MX
MX
GR
MR
TM
CP
SO
SI
PU
VE
VE
VE
MC
CL
MR
MX
CP
MX
NA
OA
MR
QE
JA
MX
MX
MX
PU
OA
TM
MC
MC
MC
SI
SL
NL
TM
VE
GJ
Section 8
City/Village
Apatzingán
Apaxco
Apatxla
Apitpac
Apizaco
Apodaca
Áporo
Apozol
Apulco
Aquila
Aquiles Serdán
AQRxtla
Arandas
Arcelia
Arenaol
Arista
Arizpe
Armería
Arnaga
Arniga
Aro de Rosales
Arroyo de Agua
Arroyo Seco
Arroyo Zarco
Arteaga
Arteaga
Arzampa
Acencion
Atenzingo
Atenco
Atenquique
Atlilalaquia
Atizapán
Atlacomulco
Atlatlahuca
Atlatlahucan
Atlatonga
Atlixco
Atongo
Atotonilco
Atotonilco
Atotonilco
Atotonilco el Alto
Atoyac
Atoyac
REFERENCE MATERIALS
State
MC
MX
GR
CP
TL
NL
MC
ZA
HG
MC
CH
PU
JA
GR
JA
SL
SO
CL
CL
CP
MC
CH
BC
MX
CU
MC
PU
CH
PU
MX
JA
HG
MX
MX
MX
MR
MX
PU
NL
MR
PU
TL
JA
GR
JA
City/Village
Axo Chiapan
Ayoqueco
Ayotla
Ayutla
Ayotlán
Azcapotzalco
Azoyú
Bavícora
Baca
Baca dé Huachi
Bacalar
Bacanora
Bacerac
Bachimba
Bachiniva
Bacoachi
Bacobampo
Bácum
Badiraguato
Bahía Asunción
Bahía de los Angels
Bahía de San Carlos
Bahía de Tortugas
Bahía Kino
Bahuichivo
Balancan de Dominguez
Bamoa
Banámichi
Banderas
Barra de la Cruz
Barra de Navidad
Barra de Tonalá
Barrientos
Barroteran
Bassoco
Batopilas
Bavícora
Babispe
Bayas
Becal
Becanchen
Bejucos
Bella Unión
Bellavista
Benjamin Hill
State
MR
OA
MX
JA
JA
DF
GR
CH
YU
SO
QR
SO
SO
CH
CH
SO
SO
SO
SI
BS
BC
SO
BS
SO
CH
CP
SI
SO
CH
OA
JA
VE
MX
CU
MX
CH
SO
SO
DU
CM
YU
MX
CU
NA
SO
Section 8
City/Village
Atzacualco
Atzacualoya
Autlán
Blanquillo
Boca de Apiza
Boca del Río
Bolonchen de Rejon
Bonancita
Boquillas
Buena Vista
Buena Vista
Buenaventura
Buenavista
Buenavista
Buenavista Tomatlan
Burgos
Bustamante
Cabeceras
Cabo San Lucas
Caborca
Cabullona
Cacalotan
Cadereyta
Cadereyta
Caimanero
Cajones
Calderitas
Caleta de Campos
Calimaya
Calmalli
Calpulapan
Calvillo
Camalú
Camargo
Camotlán
Campeche
Cananea
Canatlán
Cancún
Candela
Candelaria
Canoas
Canutillo
Carácuaro
CapiRío
REFERENCE MATERIALS
State
MX
GR
JA
CP
MC
SI
CM
SO
CU
BS
SO
CH
CP
SL
MC
TM
NL
CU
BS
SO
SO
SI
NL
QE
SI
MX
QR
MC
MX
BC
TL
AG
BC
TM
OA
CM
SO
DU
QR
CU
CM
SL
DU
MC
MC
City/Village
Benstein
Bermejillo
Bernal
Carlos A Carrillo
Carmona
Casas
Cases Grandez
Casimiro Castillo
Castaños
Castillo de Teayo
Catarina-Sta
Catazaja
Catemaco
Catorce
Cuautla
Cayal
Cazones
Ceballos
Celoollas
Cedillos
Cedral
Cedral
Celaya
Celestún
Celulosa
Cerocahui
Cerralvo
Cerritos
Cerro de Ortega
Cerro Gordo
Cerro Gordo
Cetocingo
Chable
Chahuites
Chalcatongo
Chalchiuites
Chalco
Chalma
Chamela
Champotón
Chapa de Moto
Chapala
Chapalilla
Chapingo
Chapopote
State
PU
DU
QE
VE
MX
TM
CH
JA
CU
VE
BC
CP
VE
SL
JA
CM
VE
DU
DU
CH
MX
SL
GJ
YU
CH
CH
NL
SL
CL
DU
MX
GR
CP
OA
OA
ZA
MX
MX
JA
CM
MX
JA
NA
MX
VE
Section 8
City/Village
Capultitlán
Carapan
Carbó
Cardel
Cárdenas
Cárdenas
Chavarria
Chavez
Chemax
Chencoyi
Cherán
Chetumal
Chiapa de Corzo
Chiautla de Tapis
Chichen Itza
Chiconautla
Chicontepec
Chicxulub
Chietla
Chignahuapan
Chihuahua
Chila de la Sal
Chilapa
Chilapa de Diaz
Chilmalhuacán
Chilpancingo
Chiltepec
Chimalpa
China
China
Chinacates
Chinconcuac
Chipilo
ChirRíones
Choix
Cholula
Chontalpa
Churumuco
Cibuta
Ciénega
Ciénega de Flores
Cieneguillas
Cihuatlán
Cintalpa
Ciudad Acuña
REFERENCE MATERIALS
State
MX
MC
SO
VE
SL
TB
MR
CU
YU
CM
MC
QR
CP
PU
YU
MX
VE
YU
PU
PU
CH
PU
GR
OA
MX
GR
OA
MX
CM
NL
DU
MR
PU
SO
SI
PU
TB
MC
SO
DU
NL
MX
JA
CP
CU
City/Village
Chapulco
Chapultepec
Chapuluacán
Charapan
Charay
Charcas
Ciudad del Maíz
Ciudad Guerrero
Ciudad Guzmán
Ciudad Hidalgo
Ciudad Hidalgo
Ciudad Ixtepec
Ciudad Jiménez
Ciudad Juárez
Ciudad Madero
Ciudad Mendoza
Ciudad Monte
Ciudad Obregón
Ciudad Pemex
Ciudad Sahagún
Ciudad Santos
Ciudad Serdán
Ciudad Valles
Ciudad Victoria
Coacalco
Coacoyunga
Coahuayana
Coahuila
Coajomulco
Coalcomán
Coatepec
Coatepec
Coatepec Harinas
Coatetelco
Coatzacoalcos
Coatzingo
Coba
Cocoyoc
Cocoyotla
Cocula
Coeneo
Cohuibampo
Colima
Colomo
Colnett
State
PU
MR
HG
MC
SI
SL
SL
CH
JA
CP
MC
OA
CH
CH
TM
VE
TM
SO
TB
HG
SL
PU
SL
TM
MX
PU
MC
SO
MX
MC
MX
VE
MX
MR
VE
PU
QR
MR
MR
JA
MC
SI
CL
CL
BC
Section 8
City/Village
Ciudad Alemán
Ciudad Alemán
Ciudad Altamirano
Ciudad Anáhuac
Ciudad Camargo
Ciudad Constitución
Ciudad Cuauhtémoc
Ciudad del Campo
Ciudad del Carmen
ColorInés
Colotlán
Colotlipa
Comacalco
Comanja
Comitan
Comonfort
Compostela
Concepción del Oro
Concho
Concordia
Coneto de Comonfort
Contreras
Córdoba
Coronel
Corralejo
Corralitos
Cortazar
Coruco
Cosala
Cosamaloapan
Coscomatepec
Cosío
Costa de Careyes
Costa Rica
Costa Rica
Cotija
Coyame
Coyote
Coyotepec
Coyuca de Benítez
Coyuca de Catalán
Creel
Crucero Juárez
Cruillas
Cruz Grande
REFERENCE MATERIALS
State
TM
VE
MC
NL
CH
BS
CP
MX
CM
MX
JA
GR
TB
MC
CP
GJ
NA
ZA
CH
SI
DU
DF
VE
TM
GJ
CH
GJ
MX
SI
VE
VE
AG
JA
SI
SO
MC
CH
CU
MX
GR
GR
CH
CU
TM
GR
City/Village
Colonia
Colonia Alvaro Obregón
Colonia Búfalo
Colonia Gonzales Ortega
Colonia Guerrero
Colonia Militar
Colonia Nueva Delicias
Colonia Unesco
Colonia Yucatán
Cuerámaro
Cuernavaca
Cuetzalán
Cuicatlán
Cuichapa
Cuitláhuac
Cuitzeo
Culiacan
Culiacancito
Cumpas
Cusarare
Cuyamaloya
Cuyutlán
Danxho
Delicias
Dimas
Dinamita
Doctor Belisario Dominguez
Dolores Hidalgo
Don Martín
Donato Guerra
Dongu
Dos Aguas
Doxhev
Dr. Arroyo
Dr. Coss
Dr. González
Dublan
Durango
Dzilbalchén
Dzidzantún
Dzilam de Bravo
Dzilam González
Dzitás
Dziuche
E. Montes
State
HG
CH
CH
ZA
BC
SO
CH
CP
YU
GJ
MR
PU
OA
VE
VE
MC
SI
SI
SO
CH
HG
CL
MX
CH
SI
DU
CH
GJ
CU
MX
MX
MC
HG
NL
NL
NL
CH
DU
CM
YU
YU
YU
YU
QR
QR
Section 8
REFERENCE MATERIALS
City/Village
Cuajinicuilapa
State
GR
Cuantitlan
MX
Cuatepin
Cuatro Caminos
CuatroCiénegas
Cuauhtémoc
Cuautepec
Cuautitlan
Cuautla
Cuautlixco
Cucurpe
Cuencamé
El Carmen
El Carrizal
El Carrizo
El Cercado
El Charquillo
El Chilicote
El Cuyo
El Datil
El Descanso
El Desemboque
El Divisadero
El Ebano
El Eorado
El Espia
El Fuerte
El Fuerte
El Gallo
El Golfo de Santa Clara
El Grullo
El Higo
El Higueron
El Huizache
El Jabalí
El Jocote
El Limón
El Limón
El Limón
El Mayorazgo
El Mogote
El MorRíor
El Mulato
El Mulato
GR
MD
CU
CH
HG
MX
MR
MR
SO
DU
PU
SO
SI
NL
SL
CH
YU
SO
BC
SO
CH
SL
SI
CH
SI
ZA
SI
SO
JA
VE
MR
SL
CL
CP
JA
NA
TM
MX
GR
CH
CH
TM
City/Village
Ecatepec Morelos
Ejido de los Heroes de la
Indépendencia
Ejido Erendira
Ejido Puebla
Ejutla
El Alamo
El Arco
El Bañito
El Bosque
El Bosque
El Calabazal
El Rincón
El Camarón
El Rosal
El Rosario
El Salitre
El Salto
El Salto
El Salvador
El Salvador
El Sauz
El Sauzal
El Seco
El Socorro
El Sueco
El Sumidero
El Tejón
El Tigre
El Topo
El Triunfo
El Triunfo
El Tuito
El Tule
El Vergel
El Zape
El Zapote
Elota
Emiliano Zapata
Emiliano Zapata
Emiliano Zapata
Empalme
Empalme
Encarnación de Días
Ensenada
State
MX
BC
BC
BC
OA
BS
BC
SL
CP
MX
ZA
JA
OA
MX
BC
MX
DU
MX
MX
ZA
CH
BC
PU
BC
CH
CP
TM
CH
BC
BS
TB
JA
OA
CH
DU
MC
SI
CP
CU
MR
TM
SO
JA
BC
Section 8
City/Village
El Naranjo
El Naranjo
El Naranjo
El Ocote
El Ocotito
El Oeseo
El Oro
El Oro de Hidalgo
El Palmito
El Palmito
El Porvenir
El Progreso
El Quelite
El Refugio
El Refugio
Estación Charcas
Estación Llano
Estación Macuspana
Estación Madero
Estancia
Estanco
Estapilla
Etchojoa
Etzatlán
F.I. Madero
Felipe Carrillo Puerto
Felipe Carrillo Puerto
Felipe Pescador
Filisola
Finisterre
Forlón
Fortin de los Flores
Fresnillo
FRío
Frontera
Frontera Comalapa
Fronteras
Gabriel Zamora
Galeana
Galeana
Gallego
Garro
Gaspar
General Bravo
General Cepeda
REFERENCE MATERIALS
State
GR
SL
VE
HG
GR
SO
CU
MX
DU
SI
CH
BC
SI
BS
HG
SL
SO
TB
CU
MX
MX
TB
SO
JA
DU
MC
QR
ZA
VE
CU
TM
VE
ZA
ZA
TB
CP
SO
MC
CH
NL
CH
VE
MX
NL
CU
City/Village
Entroque Axixintla
Entroque El Huizache
Epatlán
EpAzoyúcan
Erendia
Escalón
Escárgeca
Escondida
Esqueda
Escuiapa
Escuintla
Esmeralda
Españita
Esperanza
Espita
Guadalupe Victoria
Guadalupe y Calvo
Guamuchil
Guanajuato
Guanoro
Guasave
Guatimape
Guaymas
Guelatao
Guemes
Guerrero
Guerrero Negro
Guisamopa
Hacienda de Guadalupe
Hacienda Ixtapan
Halachó
Haltunchen
Hauchinera
Hecelchakán
Hermosillo
Hidalgo
Hidalgo
Hidalgo del Parral
Hidalgo Yalalag
Higueras
Hincada
Hipólito
Hoctún
Hool
Hopelchén
State
GR
SL
PU
HG
MC
CH
CM
SO
SO
SI
CP
DU
TL
SO
YU
PU
CH
SI
GJ
MC
SI
DU
SO
OA
TM
CU
BS
SO
CU
MX
YU
CM
SO
CM
SO
NL
TM
CH
OA
SI
SL
CU
YU
CM
CM
Section 8
City/Village
General E. Estrada
General Terán
General Treviño
General Trias
Gómez Farías
Gómez Farías
Gómez Farías
Gómez Palacio
González
Grufus
Guachochi
Guadalajara
Guadalupe
Guadalupe
Guadalupe
Guadalupe
Guadalupe Bravo
Guadalupe Victoria
Huejutla
Huépac
Huetamo
Hueyapan
Hueyotlipan
Huichapan
Huichihuayan
Huimanguillo
Huitzilac
Huitzo
Huitzuco
Huivalai
Huixquilucan
Huixtla
Hunucmá
Ignacio de la Llave
Ignacio Zaragoza
Iguala
Imuris
Indaparapeo
Indé
Irapuato
Irimbo
Irolo
Isla
Isla Aguada
Iturbide
REFERENCE MATERIALS
State
ZA
NL
NL
CH
CH
CU
TM
DU
TM
NL
CH
JA
BC
NL
SO
ZA
CH
DU
HG
SO
MC
MR
TL
HG
SL
TB
MR
OA
GR
SO
MX
CP
YU
VE
CH
GR
SO
MC
DU
GJ
MC
HG
VE
CM
CM
City/Village
Horqueta
Huajintlan
Huajuapan de Léon
Huamantla
Huamuxtitlán
Huaniqueo
Huanusco
Huaquechula
Huásabas
Huatabampo
Huatusco
Huauchinango
Huehuetan
Huehuetlán
Huehuetlán el Chico
Huejotzingo
Huejucar
Huejuquilla el Alto
Jacala
Jacona
Jaimes
Jairpo
Jajalpa
Jala
Jalapa
Jalapa
Jalapa de Diaz
Jalapa del Márquez
Jalcocotán
Jalisco
Jalostotitlán
Jalpa
Jalpa de Méndez
Jalpan
Jaltipan
Jamiltepec
Jamulco
Janateteleo
Janos
Jaralillo
Jasso
Jaulillas
Jaumave
Jazmin
Jerécuaro
State
GR
MR
OA
TL
GR
MC
ZA
PU
SO
SO
VE
PU
CP
PU
MR
PU
ZA
JA
HG
MC
TM
MC
MX
NA
TB
VE
OA
OA
NA
NA
JA
ZA
TB
QE
VE
OA
NA
MR
CH
JA
HG
PU
TM
MX
GJ
Section 8
City/Village
Iturbide
Iturbide
Ixcamilpa
Ixcateopan
Ixcauixtla
Ixmiquilpan
Ixtapa
Ixtapa
Ixtapalapa
Ixtapan de la Sal
Ixtapan del Oro
Ixtapantongo
Ixtlahuaca
Ixtlahuacán del Río
Ixtlán de Juárez
Ixtlán de los Hervores
Ixtlán del Río
Izamal
Izucar de Matamoros
J. Coloma
J.G. Aguilera
Juchitán
Juchitán
Juchitlán
Juitepec
Julimes
Jungapeo
Juventino Rosas
Kanasín
Kantunil
Kinchil
La Ascención
La Barca
La Barra
La Boquilla
La Bufa
La Bufadora
La Cadena
La Capilla
La Cima
La Ciudad
La Colorada
La Concordia
La Cruz
La Cuesta
REFERENCE MATERIALS
State
MX
NL
GR
GR
PU
HG
CP
GR
DF
MX
MX
MX
MX
JA
OA
MC
NA
YU
PU
TB
DU
JA
OA
JA
MR
CH
MC
GJ
YU
YU
YU
NL
JA
VE
PU
CH
BC
DU
OA
DF
DU
SO
HG
SI
CU
City/Village
Jeréz de García Salinas
Jesús Carranza
Jilotepec
Jiménez
Jiquilpan
Jiquipilco
Jitotol
Joachin
Jocotepec
Jocotitlán
Jojutla
Joquicingo
Juan Aldama
Juan Diaz Covarrubias
Juan Rodríguez Clara
JuanAcatlán
Juárez
Juatlaco
Juchatengo
Juchipila
Juchitán
La Piedad
La Placita
La Poza Grande
La Puerta
La Purísima
La Quemada
La Resolana
La Rosa
La Rosita
La Rumorosa
La Sauceda
La Sauceda
La Soledad
La Tinaja
La Trinitaria
La Unión
La Unión
La Vega
La Venta
La Ventosa
La Ventura
La Viga
La Zarca
Lagos de Moreno
State
ZA
VE
MX
TM
MC
MX
CP
VE
JA
MX
MR
MX
ZA
VE
VE
JA
CH
MX
OA
ZA
GR
MC
MC
BS
BC
BS
GJ
DU
CU
CU
BC
CU
GJ
NL
PU
CP
GR
QR
JA
DF
OA
CU
SL
DU
JA
Section 8
City/Village
La Cuesta
La Escondida
La Esmeralda
La Flor
La Fundición
La Gavia
La Gloria
La Granja
La Huacana
La Huerta
La Jarita
La Junta
La Labor
La Marquésa
La Mesa
La Mimbrera
La Mira
La Mula
La Orilla
La Paz
La Paz
La Paz
La Perla
La Pesca
Las Vigas
Lázaro Cárdenas
Lázaro Cárdenas
Lecheria
Ledón
Léon
Léon Fonseca
Léon Guzmán
Léona Vicario
Lerdo
Lerdo de Tejeda
Lerma
Lerma
Libre Unión
Libres
Limónes
Limónes
Linares
Linos
Llano Blanco
Llano Enmedio
REFERENCE MATERIALS
State
DU
NL
CU
DU
MR
NL
NL
VE
MC
JA
NL
CH
NA
MX
VE
DU
MC
CH
MC
BS
NL
SL
CH
TM
VE
CH
MC
MX
BC
GJ
SI
DU
QR
DU
VE
CM
MX
YU
PU
MX
QR
NL
CU
SO
VE
City/Village
Lagunillas
Lagunillas
Lampazos
Landa de Matamoros
Las Anacuas
Las Bocas
Las Cañas
Las Choapas
Las Cruces
Las Cruces
Las Cruces
Las Delicias
Las Estacas
Las Estancias
Las Mangas
Las Margaritas
Las Nieves
Las Norias de Conde
Las Palomas
Las Peñas
Las Piedras
Las Tablas
Las Varas
Las Varas
M. Limónes
Macho de Agua
Macuiltianguis
Macuspana
Madera
Magdalena
Magdalena
Majahual
Malacota
Malinalco
Malinaltenango
Malpaso
Mama
Maneadero
Manuel
Manuel Doblado
Manzanillo
Mapatepec
Mapimí
Maravatío
Marmol
State
GR
MR
NL
QE
NL
SO
MC
VE
BS
CP
GR
CU
MR
CU
CU
CP
DU
SL
CH
MC
NA
SL
CH
NA
VE
MC
OA
TB
CH
JA
SO
QR
MX
MX
MX
ZA
YU
BC
TM
GJ
CL
CP
DU
MC
SI
Section 8
City/Village
Llano Grande
Llera
Loma Bonita
Lomas del Real
Loreto
Loreto
Los Adames
Los Barriles
Los Campos
Los ChirRíones
Los Herrara
Los Herreras
Los Hoyos
Los Mochis
Los Muchachos
Los Mungias
Los Ojitos
Los Remedios
Los Reyes
Los Reyes
Los Reyes
Los Sabinos
Los Sabinos
Los Volcanes
Luis Moya
Luis Moya
Luvianos
Metepec
Metepec
Metzquititlan
Metztitlan
Mexcaltitán
Mexicali
Mexicalzingo
Mexico-Ciudad de
Mextepec
Mexticacán
MiAcatlán
Miahuatlan
Mier
Miguel Auza
Milpa Alta
Milpas Viejas
Milpillas
Mina
REFERENCE MATERIALS
State
MX
TM
VE
TM
BS
ZA
ZA
BS
AG
SO
DU
NL
SO
SI
CU
TM
SI
MX
DF
MC
MX
GR
MX
JA
DU
ZA
MX
MX
PU
HG
HG
NA
BC
MX
DF
MX
JA
MR
OA
TM
ZA
DF
NA
GR
NL
City/Village
Mascota
Matamoros
Matamoros
Matanzas
Matatán
Matehuala
Matías Romero
Matinez de la T.
Matlapa
Maxcanú
Maycava
Mazamitla
Mazapil
Mazatán
Mazatepec
Mazatlán
Melchor Ocampo
Melchor Ocampo
Mena
Méndez
Méndez
Meoqui
Meresichi
Merida
Mesa de San Miguel
Mezquital
Mesquitic
Motul
Movas
Moyahua
Moyotepec
Mulegé
Muna
Múzquiz
Nacimiento de los Negros
Naco
Nacori Chico
Nacozari
Nanacamilpa
Nanchinal
Navolato
Naranjo
Naranjos
Naucalpan
Nautla
State
JA
TM
CU
JA
SI
SL
OA
VE
SL
YU
SO
JA
ZA
SO
MR
SI
CU
MX
TL
TM
VE
CH
SO
YU
SI
DU
SL
YU
SO
ZA
MR
BS
YU
CU
CU
SO
SO
SO
TL
VE
SI
SI
VE
MX
VE
Section 8
City/Village
Minatitlán
Minatitlán
Mineral del Monte
Miraflores
Miraflores
Misantla
Mitlan
Mixcoac
Mixtlán
Mochicahui
Mochitlán
Mococha
Mocorito
Moctezuma
Moctezuma
Mocuzan
Monclova
Monjas
Monte Escobedo
Monte Escobedo
Montemorelos
Montepio
Monterrey
Morcillo
Morconto
Morelia
Morelos
Morelos Canada
Moroléon
Motozintla
Oacalco
Oakie Landing
Oaxaca
Oaxtepec
Obayos
Ocampo
Ocampo
Ocampo
Ocampo
Ocoroni
Ocosingo
Ocotepec
Ocotepec
Ocotlán
Ocotlán
REFERENCE MATERIALS
State
CL
VE
HG
BS
MX
VE
OA
DF
JA
SI
GR
YU
SI
CH
SO
SO
CU
CU
JA
ZA
NL
VE
NL
DU
SI
MC
CU
PU
GJ
CP
MR
BC
OA
MR
CU
CH
GJ
MC
TM
SI
CP
HG
MR
JA
OA
City/Village
Nava
Navarrete
Navojoa
Nayar
Nazas
NCP Monclova
NCP Nueva Coahuila
Nepantla
Nextlalpan
Nicolás Romero
Nieves
Nochistlán
NochIxtlán
Nogales
Nogales
Nombre de Dios
Nonoava
Nopala
Nueva Alemánia
Nueva Ciudad Guerrero
Nueva Rosita
Nuevas Casas Grandes
Nuevo Laredo
Nuevo Morelos
Nuevo Padilla
Nuevo Progreso
Nuevo Santo Tomás
Nuevo X-Can
Nuñez
Nuri
Paila
Pajacuarán
Palenque
Palizada
Palizada
Palma Sola
Palmar Chico
Palmillas
Palmira
Palo Alto
Palomares
Palpan
Panabá
Pánuco
Panzacola
State
CU
NA
SO
NA
DU
CM
CM
MX
MX
MX
ZA
ZA
OA
CH
SO
DU
CH
OA
CP
TM
CU
CH
TM
TM
TM
TM
MX
QR
SL
SO
CU
MC
CP
CM
MX
VE
MX
TM
SL
TM
OA
MR
YU
VE
TL
Section 8
City/Village
Ocotoxco
Ocoyoacac
Ocozocoautla
Ocuilan
Ojinaga
Ojitlán
Ojo Caliente
Ojos Negros
Ojuelos
Olinála
Ometepec
Ometepec
Opedope
Opichén
Opopeo
Oputo
Oquitoa
Oriental
Orizaba
Orizatlan
Oroz
Orranteno
Ortiz
Otinapa
Otocutia
Otomba
Otzoloapan
Oxkutzcab
Oxtotepec
Ozumba
Ozumbilla
Pachuca
Padilla
Petlalcingo
Peto
Piaxtla
Pichilingue
Pichucalco
Pie de la Cuesta
Piedras Negras
Piedras Negras
Piedras Verdes
Pijijapan
Pilcaya
Pimas
REFERENCE MATERIALS
State
TL
MX
CP
MX
CH
OA
ZA
BC
JA
GR
GR
PU
SO
YU
MC
SO
SO
PU
VE
HG
SO
CH
SO
DU
MC
MX
MX
YU
DF
MX
MX
HG
TM
PU
YU
PU
BS
CP
GR
TL
VE
CH
CP
GR
SO
City/Village
Papaloapan
Papanoa
Papantla
Paracho
Parácuaro
Paraíso
Paraje Minas
Parás
Paredón
Parras
Parrilla
Pascuales
Paso de Cortéz
Paso de Ovejas
Paso de San Juan
Paso del Toro
Pathe
Pátzcuaro
Pedernales
Pedernales
Pedricena
Pedro Montoya
Piedras Negras
Peñafiel
Pénjamo
Pénjamo
Peñón Blanco
Peon
Peribán de Ramos
Perote
Pesquería Chica
Petaquillas
Petatlán
Puerto Peñasco
Puertecitos
Puerto Angel
Puerto Arista
Puerto Ceiba
Puerto Chale
Puerto de la Libertad
Puerto Escondido
Puerto Juárez
Puerto Lopez Mateos
Puerto Madero
Puerto Magdalena
State
OA
GR
VE
MC
MC
TB
MX
NL
CP
CU
DU
CL
MX
VE
VE
VE
MX
MC
MC
CH
DU
SL
CU
PU
BS
GJ
DU
SO
MC
VE
NL
GR
GR
SO
BC
OA
CP
TB
BS
SO
OA
QR
BS
CP
BS
Section 8
City/Village
Pinal de Amoles
Pinos
Pinotepa Nacional
Pihuamo
Piste
Pitiquito
Placer
Plan de las Hayas
Plateros
Platón Sánchez
Playa Azul
Playa de Santiago
Playa del Carmen
Playa General Lauro Villar
Playa los Corchos
Playa Novillero
Playa Vicente
Pochutla
Polyuc
Porfirio Díaz
Porvenir
Potam
Potosí
Potrero del Llano
Poxila
Poza Rica
Pozo Alemán
Pozos
Praxedis G. Guerrero
Progreso
Progreso
Progreso
Providencia
Pachuquilla
Puebla
Puente Río Hondo
Rincón de Romos
Rincón de Tamayo
Rincónada
Río Bravo
Río Frío
Río Grande
Río Grande
Río Lagartos
Río Verde
REFERENCE MATERIALS
State
QE
ZA
OA
JA
YU
SO
QR
VE
ZA
VE
MC
CL
QR
TM
NA
NA
VE
OA
QR
MX
NL
SO
NL
VE
YU
VE
BC
GJ
CH
CU
MX
YU
NL
HG
PU
MX
AG
GJ
VE
TM
MX
OA
ZA
YU
SL
City/Village
Puerto Marqués
Puerto Real
Puerto Santo Tomás
Puerto Vallarta
Pujal
Punta Abreojos
Punta Final
Punta Palomas
Punta Prieta
Purépero
Purificación
Pururándiro
Putla
Quechultenango
Querétaro
Quiroga
Quitovac
Raboso
Ramos Arizpe
Rancho Bizani
Rancho Chapala
Rancho El Crucero
Rancho Grande
Rancho San José de Castro
Raudal del Malpaso
Rayón
Rayón
Reforma Agraria
Refugio
Revolcaderos
Revolución Mexicana
Reynosa
Ricardo Flores Magón
Riíto
Rincón Chamula
Rincón de Guayabitos
San Bartolo
San Bartolo
San Bartolo
San Blas
San Blas
San Blas
San Bruno
San Buenaventura
San Carlos
State
GR
CM
BC
JA
SL
BS
BC
OA
BC
MC
JA
MC
OA
GR
QE
MC
SO
PU
CU
SO
BC
BC
ZA
BS
CP
SL
SO
QR
CU
DU
CP
TM
CH
SO
CP
NA
BS
DF
DU
CU
NA
SI
BS
CU
BS
Section 8
City/Village
Rizo de Oro
Rocheachic
Rodeo
Romita
RosaRío
RosaRío
RosaRío Junco
Rosarito
Rosarito
Ruiz
S. Dimas
S.A. Timilpan
S.B. del Monte
S.B. Morelos
S.J. del Sitio
Sabinas Hidalgo
Sacramento
Sahuaral
Sahuaripa
Sahuayo
Salamanca
Salinas
Salina Cruz
Salinas Victoria
Saltillo
Salto de Agua
Salvatierra
Samachic
Samalayuca
San Agustín
San Agustín
San Alejo
San Alejo
Saín Alto
San Andrés
San Andrés Tuxtla
San Antonio
San Antonio
San Antonio de los
Alazanas
San José del Rincón
San José Iturbide
San José Purúa
San José Viejo
San Juan
REFERENCE MATERIALS
State
CP
CH
DU
GJ
DU
SI
CU
BC
BS
NA
CM
MX
MX
MX
MX
NL
CU
SO
SO
MC
GJ
SL
OA
NL
CU
CP
GJ
CH
CH
CH
BC
HG
MX
ZA
VE
VE
BS
DU
City/Village
San Carlos
San Carlos
San Cayetano
San Cayetano de las Vacas
San Ciro
San Cristobal
San Cristobal de las Casas
San Diego
San Diego de la Unión
San Dionisio
San Felipe
San Felipe
San Felipe de los Alzati
San Felipe Progreso
San Fernando
San Francisco
San Francisco de Borja
San Francisco de los Reyes
San Francisco del Oro
San Francisco del Rincón
San Francisco las Tablas
San Gabriel
San Gabriel Chilac
San Hipólito
San Ignacio
San Ignacio
San Javier
San Javier
San Javier
San Joaquin
San Jorge
San José
San José Atzacoaloya
San José de Comondú
San José de Gracia
San José de la Brecha
San José de los Planes
San José de Raices
CU
TM
NA
NL
SL
TL
CP
CH
GJ
TL
BC
GJ
MC
MX
TM
MX
CH
MC
CH
GJ
MX
OA
PU
PU
BS
SI
BS
SI
SO
CM
BS
CU
MX
BS
BS
SI
BS
NL
State
CU
San José del Cabo
BS
MX
GJ
MC
BS
CH
San Roque
San Salvador
San Sebastian
San Simón
San Simón
BS
PU
VE
BC
MX
Section 8
City/Village
San Juan
San Juan
San Juan Chamula
San Juan de Guadalupe
San Juan de Sabinas
San Juan de los Lagos
San Juan de los Llanos
San Juan del Río
San Juan del Río
San Juan Evangelista
San Juanito
San Juanito
San Lorenzo
San Lucas
San Lucas
San Lucas
San Luis
San Luis
San Luis de la Paz
San Luis Potosí
San Luisito
San Marcos
San Marcos
San Marcos
San Martín de las
Piramides
San Martín Texmelccan
San Miguel
San Miguel
San Miguel Amatepec
San Miguel de Allende
San Miguel de los
Magueyes
San Miguel el Alto
San Miguel Regla
San Pedro
San Pedro
San Pedro Cholula
San Pedro de las Colonias
San Pedro Limón
San Quintín
San Rafael
San Rafael
San Rafael
San Roberto
Santo Domingo
REFERENCE MATERIALS
State
MX
VE
CP
DU
CU
JA
GJ
DU
QE
VE
CH
NL
HG
BS
DU
PU
GR
SO
GJ
SL
SO
CU
GR
HG
City/Village
San Tiburcio
San Vicente
Sánchez Magallanes
Santa Ana
Santa Ana Chiautempan
Santa Anita
Santa Barbara
Santa Catarina
Santa Catarina
Santa Catarina
Santa Clara
Santa Clara
Santa Clara
Santa Clara
Santa Cruz
Santa Cruz
Santa Cruz Huatulco
Santa Elena
Santa Engracia
Santa Inés
Santa Isabel
Santa Maria del Monte
Santa Maria del Oro
Santa Maria del Río
ZA
BC
TB
SO
TL
BS
CH
BC
NL
SL
DU
HG
MX
YU
CU
NA
OA
YU
TM
BC
NA
MX
NA
SL
State
MX
Santa Maria Zacatepec
PU
PU
CU
QR
MX
GJ
Santa Mónica
Santa Rita
Santa Rosa
Santa Rosa
Santa Rosa
HG
BS
GJ
JA
QR
MX
Santa Rosa
SO
JA
HG
BS
OA
MX
CU
MX
BC
MX
SO
VE
NL
SL
Santa Rosa
Santa Rosa de Jauregui
Santa Rosalía
Santiago
Santiago Acutzilapan
Santiago Astata
Santiago de la Peña
Santiago Ixcuintla
Santiago Papasquiaro
Santiago Tianguistengo
Santiago Tuxtla
Santiago Yosundua
Tajitos
TL
QE
BS
BS
MX
CP
VE
NA
DU
MX
VE
OA
SO
Section 8
City/Village
Santo Tomás
Santo Tomás
Santo Tomás Apipilhuasco
Saric
Sasabe
Sauceda
Saucillo
Sauta
Sayula
Sayula
Sayulita
Senguio
Sesvania
Seybaplaya
ShIndéjo
Sierra Mojada
Sihochac
Sila de Vega
Silao
Silvituc
Simojovel
Sinaloa de Leyva
Singuilucan
Sinoquipe
Siqueros
Sisal
Soledad
Soledad
Soledad de Doblado
Solis
Soltepec
Solusuchiapa
Sombrerete
Sonorita
Sontecomapan
Soto la Marina
Soyalo
Soyaniquilpan
Soyopa
Suchixtepec
Sucila
Sultepec
Suma
Tabasco
Tacámbaro
REFERENCE MATERIALS
State
BC
HG
MX
SO
SO
ZA
CH
NA
JA
VE
NA
MC
BC
CM
MX
CU
CM
OA
GJ
CM
CP
SI
HG
SO
SI
YU
HG
SL
VE
MX
TL
CP
ZA
SO
VE
TM
CP
MX
SO
OA
YU
MX
YU
ZA
MC
City/Village
Tala
Talchaquillo
Talismán
Talpa de Allende
Tamán
Tamaseno
Tamasopo
Tamazula
Tamazulapan
Tamazunchale
Tamiahua
Tampico
Tampico Alto
Tamuín
Tanacuayalab
Tangancícuaro
Tanguian
Tantoyuca
Tapachula
Tapalpa
Tapanatepec
Tapaxco
Taretan
Tasquillo
Tatetla
Taxco
Teabo
Teacalco
Teapa
Tecajete
Tecalitlan
Tecamac
Tecamachalco
Tecapah
Tecate
Tecozantla
Tecpan
Tecuala
Tehuacán
Tehuantepec
Tehuantepec
Tehuetlan
Tehuitzingo
Tehuixtla
Tejalpa
State
JA
YU
CP
JA
SL
TM
SL
JA
OA
SL
VE
TM
VE
SL
SL
MC
SL
VE
CP
JA
OA
MX
MC
HG
PU
GR
YU
TL
TB
HG
JA
MX
PU
SI
BC
HG
GR
NA
PU
MC
OA
HG
PU
MR
MR
Section 8
City/Village
Tacotalpa
Tacuba
Tejupilco de Hidalgo
Tekax
Tekik de Regil
Telchac
Telchac Puerto
Telixtlahuaca
Teloloapan
Temascalapa
Temascalcingo
Temascaltepec
Temax
Temazcal
Temixco
Temósachi
Tempoal
Tenabo
Tenancingo
Tenango
Tenango de Arista
Tenapache
Tenaxpa
Tenosique
Teocaltiche
Teocelo
Teoloyuacan
Teopantlan
Teopisca
Teotihuacan
Teotitlán
Tepakán
Tepalcatepec
Tepalcingo
Tepatitlan
Tepatlaxco
Tepaxco
Tepeaca
Tepeapulco
Tepechitlán
Tepehuanes
Tepeji del Río
Tepenene
Tepeojuma
Tepetixtla
REFERENCE MATERIALS
State
TB
MX
MX
YU
YU
YU
YU
OA
GR
MX
MX
MX
YU
OA
MR
CH
VE
CM
MX
PU
MX
VE
GR
CP
JA
VE
MX
PU
CP
MX
OA
YU
MC
MR
JA
PU
MX
PU
HG
ZA
DU
HG
PU
PU
MX
City/Village
Tejocotal
Tejocote
Tepeyanco
Tepic
Tepic
Tepotzotlán
Tepoztlán
Tequexquipan
Tequila
Tequisquiapan
Tequisquitengo
Tetecala
Tetela de Ocampo
Tetipac
Tetitlán
Tetitlán
Texcaltitlán
Texcalyacac
Texcoco
Texquisistlán
Teyuca
Teziutlán
Tezoatlán
Tezontepec
Tezopaco
Tezoyuca
Ticul
Ticumán
Tierra Blanca
Tierra Blanca
Tierra Colorada
Tierra y Libertad
Tihosuco
Tihuatlan
Tijuana
Tilzapotla
Tinaja
Tingambato
Tinguindín
Tiquicheo
Tlxkokob
Tixtla
Tizapan el Alto
Tizayuca
Tizimín
State
PU
MX
TL
NA
QR
MX
MR
MX
JA
QE
MR
MR
PU
GR
MX
NA
MX
MX
MX
OA
PU
PU
OA
HG
SO
MR
YU
MR
GJ
VE
GR
CP
QR
VE
BC
MR
SO
MX
MC
MC
YU
GR
JA
HG
YU
Section 8
City/Village
Tepetlaoxtoc
Tepetongo
Tepetzingo
Tepexco
Tepexpan
Tlacotepec
Tlacuitapan
Tlahualillo
Tlahuapan
Tlahuelilpan
Tlalchinol
Tlalixtaquilla
Tlalnepantla
Tlalnepantla
Tlalpan
Tlalpujahua
Tlaltenango
Tlaltenchi
Tlamacas
Tlamanalco
Tlapa
Tlapacoya
Tlapacoyan
Tlaquepaque
Tlaquiltenango
Tlaltizapán
Tlatlaya
Tlaxcala
Tlaxco
Tlayacapan
Tlayecac
Tlazala
Tlazazalca
Tobarito
Tocumba
Todos Santos
Tolimán
Toluca
Tomatlán
Tonalá
Tonatico
Tonatzintla
Tonaya
Tonichi
Tonila
REFERENCE MATERIALS
State
MX
ZA
MX
PU
MX
PU
JA
DU
PU
HG
HG
GR
MR
MX
DF
MC
ZA
MR
MX
MX
GR
HG
VE
JA
MR
MR
MX
TL
TL
MR
MR
MX
MC
SO
MC
BS
QE
MX
JA
CP
MX
PU
JA
SO
JA
City/Village
Tlacocomulco
Tlacolula
Tlacotalpan
Tlacotepec
Tlacotepec
Totolapan
Totolmaloya
Tototlal
Trancoso
Tres Cumbres
Tres Palos
Tres Valles
Trincheras
Tubutama
Tula
Tula
Tulancingo
Tulantepec
Tulcingo
Tultengo
Tultepec
Tultitlán
Tulum
Tulyehualco
Tumbala
Tunkás
Turicachi
Tuxcacuesco
Tuxpan
Tuxpan
Tuxpan
Tuxtepec
Tuxtla Gutiérrez
Tuzal
Tuzantla
Tuzpan
Tzintzuntzan
Tzitzio
Tzucacab
Uh-May
Umán
Unión de San Antonio
Unión de Tula
Ures
Uriangato
State
HG
OA
VE
MR
OA
MR
MX
JA
ZA
MR
GR
VE
SO
SO
HG
TM
HG
HG
PU
HG
MX
MX
QR
DF
CP
YU
SO
JA
JA
MC
VE
OA
CP
SL
MC
NA
MC
MC
YU
QR
YU
JA
JA
SO
GJ
Section 8
City/Village
Topia
Topilejo
Topolobampo
Torreon
Tosanachi
Totalco
Totimehuacan
Totlamajac
V. Unión
Valladolid
Valle de Allende
Valle de Banderas
Valle de Bravo
Valle de las Palmas
Valle de Santiago
Valle de Trinidad
Valle de Zaragoza
Valle Hermoso
Valle Nacional
Vallecito
Valparaíso
Varadero
Venta de Carpio
Venustiano Carranza
Veracruz
Vicam
Victor Rosales
Viesca
Vigia Chico
Villa A. Comacho
Villa Ahumada
Villa Aldama
Villa Alta
Villa Alta
Villa Azueta
Villa Carranza
Villa Colnstitucion
Villa de Arriaga
Villa de Corzo
Villa de Cos
Villa de Fuentes
Villa de García
Villa de Guadalupe
Villa de Ramos
Villa de Reyes
REFERENCE MATERIALS
State
DU
DF
SI
CU
CH
VE
PU
MX
CU
YU
CH
NA
MX
BC
GJ
BC
CH
TM
OA
NL
ZA
QR
MX
JA
VE
SO
ZA
CU
QR
PU
CH
NL
OA
TL
VE
CP
BS
SL
CP
ZA
CU
NL
SL
SL
SL
City/Village
Uruapan
Uxmal
V. Cuauhtémoc
V. Frontera
V. Guerrero
V. Hidalgo
V. Matamoros
V. Madero
Villa Juárez
Villa Madero
Villa Marinero
Villa Obregón
Villa Ocampo
Villa Rica
Villa Unión
Villa Unión
Villa Victoria
Villa Victoria
Villa Aldama
Villagran
Villahermosa
Villanueva
Walamo
Xalostoc
Xalpa
Xcabacab
Xcalak
X-Can
Xiatil
Xichú
Xicohtzinco
Xicotencatl
Xicotopex de Juárez
Xilitla
Xipetzingo
Xiutetelco
Xochiltepec
Xochimilco
Xochitepec
Xocoyucan
Xolol
XonAcatlán
Xoxocotia
Xpujil
Yago
State
MC
YU
VE
CU
DU
JA
CH
MC
DU
MX
TM
DF
DU
VE
DU
SI
MC
MX
NL
TM
TB
ZA
SI
TL
DF
CM
QR
YU
QR
GJ
TL
TM
PU
SL
TL
VE
PU
DF
MR
TL
SL
MX
MR
CM
NA
Section 8
City/Village
Villa de Santiago
Villa del Carbón
Villa Escalante
Villa Escobedo
Villa Flores
Villa Guerrero
Villa Hidalgo
Villa Hidalgo
Villa Hidalgo
Villa Hidalgo
Villa Insurgentes
Yosonotu
Yucudaac
Yurécuaro
Yuriria
Zacapoaxtla
Zacapu
Zacatal
Zacatecas
Zacatelco
Zacatepec
Zacatepec
Zacatepec
ZAcatlán
Zacazonapan
Zacoalco
Zacualpan
Zacualpan
Zacualpan
Zamora
Zanatepec
Zapopan
Zapotán
Zapotitlán
Zapotlanejo
Zaragoza
Zaragoza
Zaragoza
Zempoala
Zempoala
Zihuatanejo
Zimapán
Zimatlán
Zínaparo
Zinapécuaro
REFERENCE MATERIALS
State
NL
MX
MC
CH
CP
MX
DU
NA
SL
SO
BS
OA
OA
MC
GJ
PU
MC
CM
ZA
TL
MR
OA
PU
PU
MX
JA
MR
MX
VE
MC
OA
JA
NA
PU
JA
CP
CU
TM
HG
VE
GR
HG
OA
MC
MC
City/Village
Yahualica
Yanhuitlán
Yautepec
Yavaros
Yaxcaba
Yecapixtla
Yécora
Yepachi
Yepomera
Yerbanis
Yolotepec
Zirahuen
Zirándaro
Zitácuaro
Zitlata
Zocac
Zongolica
Zoquiapan
Zumpahuacan
Zumpango
Zumpango del Río
State
JA
OA
MR
SO
YU
MR
SO
CH
CH
DU
HG
MC
GR
MC
GR
TL
VE
MX
MX
MX
GR
Section 8
REFERENCE MATERIALS
Reference Materials
Guidance: Child Eligibility under Title I, Part C of the
Elementary and Secondary Act of 1965
Section 8
REFERENCE MATERIALS
Purpose of the Guidance
The purpose of this guidance is to provide information about child eligibility for
the Title I, Part C Migrant Education Program. This guidance provides ED’s
interpretation of various statutory provisions and does not impose any
requirements beyond those included in the Elementary and Secondary Education
Act of 1965, as amended, ED’s Migrant Education Program regulations in 34 CFR
part 200, and other applicable laws and regulations. In addition, it does not create
or confer any rights for or on any person.
This updated guidance replaces the chapter (Chapter II) on child eligibility that
was part of the guidance ED issued on October 23, 2003. If you are interested in
commenting on this guidance document, please send your comment to
[email protected].
Section 8
REFERENCE MATERIALS
5.
TABLE OF CONTENTS
II.
CHILD ELIGIBILITY ..............................................................................................36
A.
A1.
A2.
Migratory Child .........................................................................................................36
What is the definition of ―migratory child"? ...............................................................36
Is there a difference between a child who is eligible to receive MEP services and one who
is counted for State funding purposes? ........................................................................37
Is a child eligible for MEP services after finishing high school? ................................37
Is a child who graduated from high school in his or her native country eligible for the
MEP?............................................................................................................................37
What is the definition of ―out-of-school youth?‖ Are such youth eligible for MEP
services? .......................................................................................................................38
What is the definition of ―emancipated youth‖? ..........................................................38
Are emancipated youth eligible for MEP services? .....................................................38
A3.
A4.
A5.
A6.
A7.
B.
B1.
B2.
B3.
B4.
B5.
Guardians and Spouses .............................................................................................38
May MEP eligibility be based on a guardian’s status as a migratory worker? ............38
Who is a ―guardian‖ for MEP purposes? .....................................................................38
Is a legal document necessary to establish guardianship? ...........................................38
May a sibling act as a guardian to other siblings? .......................................................38
Must a recruiter see a marriage certificate or other legal document in order to establish a
spousal relationship when MEP eligibility is based on a spouse’s status as a migratory
worker? ........................................................................................................................38
C.
C1.
C2.
C3.
Migratory Workers ....................................................................................................39
Who is a ―migratory agricultural worker‖? .................................................................39
Who is a ―migratory fisher‖? .......................................................................................39
Does an individual’s visa status as an H-2A temporary agricultural worker have any
impact on whether he or she may be considered a migratory child, migratory agricultural
worker, or a migratory fisher? .....................................................................................39
D.
D1.
D2.
D3.
D4.
D5.
D6.
Qualifying Move .........................................................................................................39
What is a ―qualifying‖ move? ......................................................................................39
What is the definition of ―move‖ or ―moved‖? ...........................................................40
What is the definition of a ―residence‖? ......................................................................40
What does it mean to ―change from one residence to another residence‖? .................40
What does it mean to move ―due to economic necessity‖? .........................................40
If a worker and his or her children go on vacation and the worker engages in qualifying
work during the vacation, would the children qualify for the MEP?...........................41
Is determining whether a worker changed residence due to economic necessity sufficient
for determining that the worker made a qualifying move? ..........................................41
What is the definition of the phrase ―in order to obtain‖? ...........................................41
May a worker who asserts more than one purpose for moving be considered to have
moved ―in order to obtain‖ qualifying work? ..............................................................41
D7.
D8.
D9.
Section 8
D10.
D11.
D12.
D13.
D14.
D15.
D16.
D17.
D18.
D19.
D20.
D21.
D22.
D23.
D24.
D25.
D26.
D27.
D28.
D29.
REFERENCE MATERIALS
May a worker, who states that he or she moved in order to obtain (or seek) any
employment and who obtained qualifying work ―soon after the move,‖ be considered to
have moved ―in order to obtain‖ qualifying work? .....................................................41
May a worker who asserts that he or she moved specifically to find only non-qualifying
work be considered to have moved ―in order to obtain‖ such work if the worker obtains
qualifying work soon after the move? .........................................................................42
Must a recruiter ask a worker why he or she moved if the worker is engaged in qualifying
work?............................................................................................................................42
How can a recruiter determine if one of the purposes of the worker’s move was to obtain
qualifying work if the recruiter finds the worker is engaged in qualifying work? ......42
May a worker who did not obtain qualifying work soon after the move, be considered to
If a worker states that he or she moved to obtain any employment and the worker has a
prior history of moves to obtain qualifying work, may this worker be considered to have
moved ―in order to obtain qualifying work‖ if the worker did not obtain qualifying work
soon after the move? ....................................................................................................43
How may a recruiter determine whether a worker has a prior history of moving to obtain
qualifying work? ..........................................................................................................43
How far back may a recruiter look in considering ―prior history of moves to obtain
qualifying work‖? ........................................................................................................43
What are examples of ―other credible evidence‖ that a recruiter might rely on to
determine that the worker actively sought qualifying work soon after a move but the work
was unavailable for reasons beyond the worker’s control? .........................................44
As discussed in criteria (1) and (3) of D14, may a worker’s or family member’s statement
about the purpose of the move serve as both (1) the statement that the worker moved
specifically to obtain qualifying work and (2) the necessary ―other credible evidence‖ that
the worker actively sought the work soon after the move? .........................................44
What happens if a worker, who moved to obtain qualifying work or any kind of job, first
takes a non-qualifying job and only afterwards obtains qualifying work? ..................44
If a worker and his or her child move weeks before qualifying work is available (e.g.,
three weeks prior to the tomato harvest) in order to secure housing, and at the time of the
interview the worker does not yet have qualifying work, may the worker be considered to
How much time may separate the date of the worker’s move and the date the worker
obtains qualifying work to permit an SEA to reasonably conclude that the worker
obtained qualifying work ―soon after the move‖? .......................................................45
Is there a minimum duration for a qualifying move? ..................................................45
Is there a minimum distance requirement for a qualifying move? ..............................46
Has a worker who travels back and forth between a residence and an agricultural or
fishing job within the same day made a qualifying move? ..........................................46
Are there special issues that affect only the moves of migratory fishers who travel by
boat? .............................................................................................................................46
Has a fisher who travels by boat and docks in a new school district made a qualifying
move? ...........................................................................................................................46
What are stopover sites? ..............................................................................................46
May SEAs serve eligible migrant families who stay at a stopover site? .....................46
Section 8
D30.
REFERENCE MATERIALS
D31.
D32.
D33.
May SEAs count the eligible migrant children they serve at stopover sites for funding
purposes?......................................................................................................................46
May a worker’s move to the United States from another country qualify for the MEP?47
Is a move from the United States to another country a qualifying move? ...................47
If a worker and his or her children make a non-qualifying move to the U.S. from another
country, may the children be considered eligible for the MEP based on a subsequent
qualifying move? .........................................................................................................47
E.
E1.
E2.
E3.
E4.
Qualifying Arrival Date (QAD) and Move “to Join” Issues ..................................47
When does a child’s eligibility for MEP services begin? ............................................47
Must a child move at the same time as the worker to be eligible for the MEP?..........47
What is the QAD when a child moves before or after the worker? .............................48
How much time may separate the worker’s move from a child’s move ―to join‖ a worker?
......................................................................................................................................48
F.
F1.
Qualifying Work ........................................................................................................48
What is ―qualifying work‖? .........................................................................................48
G.
G1.
G2.
G3.
G4.
G5.
G6.
G7.
G8.
G9.
G10.
G11.
G12.
G13.
G14.
Agricultural Work or Fishing Work ........................................................................48
What is the definition of ―agricultural work‖ for purposes of the MEP? ....................48
What does ―production‖ mean? ...................................................................................48
What is a crop?.............................................................................................................49
What are examples of agricultural work related to the production of crops? ..............49
Is work such as gathering decorative greens considered agricultural work? ...............49
What is livestock? ........................................................................................................49
What are examples of agricultural work related to the production of livestock? ........49
Are animals such as deer, elk, and bison raised on farms considered ―livestock‖? ....49
What does ―cultivation‖ mean in the context of trees? ................................................49
What are examples of work that can be considered the cultivation of trees? ..............49
What does ―harvesting‖ mean in the context of trees? ................................................50
What are examples of work that can be considered the harvesting of trees? ..............50
What types of work are not considered part of the cultivation or harvesting of trees‖?50
Does transporting trees from a harvesting site to a processor (sawmill) qualify as
agricultural work? ........................................................................................................50
Is processing trees considered agricultural work? .......................................................50
What is the definition of ―fishing work‖ for purposes of the MEP? ...........................50
What is a ―fish farm‖?..................................................................................................50
What are examples of work on a fish farm that would qualify as fishing work? ........51
Is the act of catching fish or shellfish for recreational or sport purposes ―fishing work‖?
......................................................................................................................................51
What does ―initial processing‖ mean? .........................................................................51
What are examples of ―initial processing‖ work in the poultry and livestock industries?
......................................................................................................................................51
What are examples of ―initial processing‖ work in the crop industry? .......................51
What are examples of ―initial processing‖ work in the fishing industry? ...................51
When does ―initial processing‖ end? ...........................................................................51
G15.
G16.
G17.
G18.
G19.
G20.
G21.
G22.
G23.
G24.
Section 8
G25.
G26.
G27.
G28.
G29.
H.
H1.
H2.
H3.
H4.
H5.
H6.
H7.
H8.
H9.
H10.
H11.
H12.
H13.
H14.
H15.
REFERENCE MATERIALS
What work is not considered production or initial processing? ...................................51
Is hauling a product on a farm, ranch or other facility considered agricultural work? 52
May a worker who performs both qualifying and non-qualifying work still be eligible for
the MEP? ......................................................................................................................52
What does ―personal subsistence‖ mean? ....................................................................52
May a worker who is ―self-employed‖ qualify as a migratory agricultural worker or
migratory fisher? ..........................................................................................................52
Temporary and Seasonal Employment ....................................................................52
What is seasonal employment? ....................................................................................52
How does the phrase ―cycles of nature‖ pertain to seasonal employment? .................53
How long may seasonal employment last? ..................................................................53
How may an SEA determine that a worker’s job is ―seasonal employment‖? ............53
What is temporary employment? .................................................................................53
How may an SEA determine that a worker’s job is ―temporary employment‖? .........53
Is a worker who was hired to perform a series of different jobs, which together lead to the
worker being employed by the same employer for more than 12 months, employed on a
temporary or seasonal basis? .......................................................................................53
What is an example of a statement from an employer that indicates that the employment
is temporary? ................................................................................................................54
What is an example of a statement from a worker that indicates that the employment is
temporary? ...................................................................................................................54
When would an SEA rely on its own determination that a worker’s employment is
temporary? ...................................................................................................................54
What are examples of ―other reasonable bas[e]s‖ that an SEA might consider when
determining that employment will not last longer than 12 months? ............................54
What are examples of information that would not be considered ―reasonable‖ for
purposes of determining that employment will not last more than 12 months? ..........55
Must the SEA stop serving children whose parent or guardian remains employed by the
same employer after 12 months even though the worker was originally employed on a
temporary basis? ..........................................................................................................55
If a worker planned to work at an agricultural or fishing worksite permanently, can the
worker be recruited for the MEP if the recruiter finds out later that the worker did not
remain employed more than 12 months? .....................................................................56
Should jobs that occur only at certain times of the year because of a holiday or event be
considered as temporary employment or seasonal employment? ................................56
Section 8
I.
I1.
I2.
I3.
I4.
I5.
I6.
I7.
I8.
I9.
I10.
I11.
I12.
I13.
I14.
I15.
I16.
I17.
I18.
I19.
REFERENCE MATERIALS
Employment That Appears Constant and Available Year-Round .......................56
Is an SEA always required to determine whether employment that appears constant and
available year-round may be considered temporary? ..................................................56
May SEAs consider employment that appears to be constant and available year-round to
be temporary employment?..........................................................................................56
How does an SEA determine and document that certain employment that appears to be
constant and available year-round is temporary employment for purposes of the MEP?
......................................................................................................................................56
May an SEA continue to rely on the documentation it used consistent with prior
regulations and prior non-regulatory guidance to determine the temporary nature of
employment that appears constant and available year round? .....................................57
What is the purpose of determining that ―virtually no workers remained employed by the
same employer more than 12 months‖? .......................................................................57
How often must an SEA test the reasonableness of its temporary determinations for work
that appears to be constant and available year-round?.................................................58
After February 28, 2010, may an SEA continue to rely on (1) ―industrial surveys‖ as
discussed in the 2003 MEP Non-Regulatory Guidance, or (2) some other process that
measures employee turnover that SEAs adopted prior to the issuance of the July 2008
regulations, as reasonable documentation of the temporary nature of employment that
appears to be constant and available year-round?........................................................58
What is an attrition rate study? ....................................................................................58
What attrition rate would permit an SEA to conclude that ―virtually no workers remained
employed by that employer more than 12 months‖? ...................................................58
If an SEA is documenting the temporary nature of employment that appears to be
constant and available year-round, does it make its temporary determination by employer
or by worksite? .............................................................................................................59
How would an SEA conduct an attrition rate study? ...................................................59
How can an SEA calculate an attrition rate? ...............................................................60
How would an SEA select the workers for its attrition rate study? .............................61
Is an attrition rate study the only vehicle SEAs may use to determine and document the
temporary nature of work that appears to be constant and available year-round?.......62
Should an SEA include in its attrition rate study workers whose temporary employment
determination was based on the worker’s statement or the employer’s statement? ....62
Should an SEA include in its attrition rate study workers who sought, but did not obtain,
temporary employment in agricultural or fishing work? .............................................62
What should an SEA do if, when conducting its attrition rate study, it cannot locate a
worker whom it previously determined was employed temporarily based on its own
determination?..............................................................................................................62
When calculating attrition rates, how should an SEA take into account a migratory
agricultural or fishing worker who changed jobs but is still employed at the same
worksite? ......................................................................................................................63
What should an SEA do if it determines that employment at a particular worksite does
not meet the ―virtually no workers remained employed…more than 12 months‖
threshold? Must the SEA stop serving, and remove from its rolls, those children whom it
recruited in good faith? ................................................................................................63
Section 8
I20.
I21.
J.
J1.
J2.
J3.
K.
K1.
K2.
K3.
K4.
K5.
K6.
K7.
K8.
K9.
K10.
K11.
K12.
K13.
REFERENCE MATERIALS
Once the SEA has determined which worksites meet the ―virtually no workers remained
employed by the same employer more than 12 months‖ threshold, can it find all children
of agricultural or fishing workers at those sites to be eligible for the MEP?...............63
If an SEA has determined that employment at a particular worksite is not ―temporary
employment‖ (based on the SEA’s documentation), but the worker indicates that he or
she intended to remain employed at that site less than 12 months, can the SEA qualify the
child so long as all other eligibility criteria are met? ...................................................64
Other Changes to MEP Eligibility............................................................................64
Does the migratory worker’s temporary or seasonal agricultural or fishing employment
have to be a ―principal means of livelihood‖? .............................................................64
Does the fact that a worker and child moved to relocate permanently affect the child’s
eligibility for the MEP? ...............................................................................................64
Must the SEA consider whether an ―initial commercial sale‖ has occurred in order to
determine if the agricultural or fishing work can be considered qualifying? ..............64
Documenting Eligibility .............................................................................................64
What responsibility does an SEA have to document eligibility determinations? ........64
What does the COE established by the Secretary require? ..........................................65
What are the required data elements of the national COE? .........................................65
What are the required data sections for the national COE? .........................................65
May an SEA include its own State-requested or State-required information on the
national COE? ..............................................................................................................65
Where can an SEA find more information about the national COE requirements? ....65
Must each SEA maintain a COE on all children eligible for the MEP? ......................66
When should a recruiter complete a new COE? ..........................................................66
Must the parent or guardian sign the national COE? ...................................................66
Must the recruiter sign the national COE? ...................................................................66
Must someone else review the information on the national COE? ..............................66
May an SEA base its determination of a child’s eligibility on a qualifying move that
occurred in another State within the past 36 months? .................................................66
May a recruiter accept automatically another State’s COE as evidence of a child’s
eligibility for the MEP? ...............................................................................................67
Section 8
II.
REFERENCE MATERIALS
CHILD ELIGIBILITY
Children are eligible to receive MEP services if (1) they meet the definition of ―migratory child‖ and
―eligible children‖ in the statute and regulations that apply to the MEP (or met them previously and
qualify for continuation of services under section 1304(e)), and if (2) the basis for their being a
―migratory child‖ is properly recorded on a certificate of eligibility (COE). The term "migratory child" is
defined in section 1309(2) of the statute and § 200.81(e) of the MEP regulations. The term ―eligible
children‖ is defined in section 1115(b)(1)(A) of the statute and the term ―children‖ is defined in §
200.103(a) of the Title I regulations. Determining whether a child meets these definitions requires
careful consideration and depends on a recruiter's assessment of information presented by a parent,
spouse, or guardian responsible for the child, or by the child if the child is the migratory worker who is
eligible for MEP services in his or her own right.
This chapter discusses issues of child eligibility and how SEAs may make these important determinations.
STATUTORY REQUIREMENTS:
Sections 1115(b)(1)(A) and 1309 of Title I, Part C
REGULATORY REQUIREMENTS:
34 CFR 200.81, 200.103
Migratory Child
A1.
What is the definition of “migratory child"?
According to sections 1115(b)(1)(A) (incorporated into the MEP program by virtue of sections
1304(c)(2)) and 1309(2) of the statute and §§ 200.81(e) and 200.103(a) of the regulations, a child is a
―migratory child‖ and is eligible for MEP services if all of the following conditions are met:
The child is not older than 21 years of age; and
The child is entitled to a free public education (through grade 12) under State law or is below
the age of compulsory school attendance; and
The child is a migratory agricultural worker or a migratory fisher, or the child has a parent,
spouse, or guardian who is a migratory agricultural worker or a migratory fisher; and
The child moved within the preceding 36 months in order to seek or obtain qualifying work, or to
accompany or join the migratory agricultural worker or migratory fisher identified in paragraph 3,
above, in order to seek or obtain qualifying work; and
With regard to the move identified in paragraph 4, above, the child:
Has moved from one school district to another; or
In a State that is comprised of 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 a distance of
20 miles or more to a temporary residence to engage in or to accompany or join a
Section 8
REFERENCE MATERIALS
parent, spouse, or guardian who engages in a fishing activity. (This provision
currently applies only to Alaska.)
Note that the terms ―migratory agricultural worker,‖ ―migratory fisher,‖ ―move or moved,‖ ―in order to
obtain,‖ and ―qualifying work‖ are defined in § 200.81 of the regulations and discussed in sections C
through H of this chapter.
A2.
Is there a difference between a child who is eligible to receive MEP services and one who is
counted for State funding purposes?
Yes. Any child, birth through age 21, who meets the statutory definition of ―migratory child‖ (or who is
eligible for continuation of services under section 1304(e)) is eligible to receive MEP services. However,
as provided in section 1303(a)(1)(A) of the statute, only migratory children ages 3 through 21 may be
counted for State funding purposes.
A3.
Is a child eligible for MEP services after finishing high school?
Generally, no. Under section 1309(2), a migratory child is a ―child‖ who meets the specific eligibility
requirements for the MEP. While the MEP statute does not further define who is a ―child,‖ section
1304(c)(2) incorporates by reference the requirement to carry out MEP projects consistent with the basic
objectives of section 1115(b), which defines eligible children to include:
(i)
children not older than age 21 who are
entitled to a free public education through grade 12, and
(ii) children who are not yet at a grade level at which the local educational agency
provides a free public education.
See also 34 CFR § 200.103(a).
Given paragraph (i), once a migrant child has received a high school diploma or its equivalent,
the individual is generally no longer entitled under State law to a free public education through
grade 12 and, therefore, is not eligible as a ―child‖ to receive MEP services.
However, in some circumstances, it might be possible that a child who finished high school may be
eligible for MEP services because, under State law, he or she may still be entitled to a free public
education through grade 12. For example, a child who received a certificate of completion or attendance
but failed the State high school exit exam might be allowed to re-enroll in high school under State law. If
so, as long as the child is not yet 22 years of age, the child remains eligible for MEP services. An SEA
should consult with its own legal counsel to determine whether children who have received a certificate of
completion or attendance rather than a diploma or equivalency certificate are still eligible for a free public
education through grade 12 in its State.
A4.
Is a child who graduated from high school in his or her native country eligible for the MEP?
It depends on State law. If the child is considered under State law to be eligible to receive a free public
education through grade 12 and otherwise meets the definition of ―migratory child,‖ the child is eligible
for the MEP.
Section 8
A5.
REFERENCE MATERIALS
What is the definition of “out-of-school youth?” Are such youth eligible for MEP services?
For the purposes of the MEP, the Department considers the term ―out-of-school youth‖ to mean youth up
through age 21 who are entitled to a free public education in the State and who meet the definition of
―migratory child,‖ but who are not currently enrolled in a K-12 school. This could include students who
have dropped out of school, youth who are working on a general education development credential (GED)
outside of a K-12 school, and youth who are ―here-to-work‖ only. It would not include children in
preschool. Out-of-school youth who meet the definition of a ―migratory child‖ as well as all other MEP
eligibility criteria are eligible for the MEP.
A6.
What is the definition of “emancipated youth”?
The Department considers emancipated youth to be children under the age of majority (in accordance
with State law) who are no longer under the control of a parent or guardian and who are solely
responsible for their own welfare. In order to be eligible for the MEP these youth may not be older than
21 years of age.
A7.
Are emancipated youth eligible for MEP services?
Yes. Emancipated youth are eligible for the MEP so long as they meet the definition of a ―migratory
child‖ and all other MEP eligibility criteria. Out-of-school youth may or may not be ―emancipated
youth.‖ See A5 of this section.
Guardians and Spouses
B1.
May MEP eligibility be based on a guardian’s status as a migratory worker?
Yes. Section 200.81(e) of the regulations specifically includes a child’s move to accompany or join a
guardian who is a migratory agricultural worker or a migratory fisher as a basis for a child’s eligibility.
B2.
Who is a “guardian” for MEP purposes?
The Department considers a guardian to be any person who stands in the place of the child’s parent (―in
loco parentis‖), whether by voluntarily accepting responsibility for the child’s welfare or by a court order.
B3.
Is a legal document necessary to establish guardianship?
No. As long as the guardian stands in the place of the child’s parent and accepts responsibility for the
child’s welfare, a legal document establishing the guardianship is not necessary.
B4.
May a sibling act as a guardian to other siblings?
Yes. If a working sibling acknowledges responsibility for the child’s welfare and stands in the place of
the child’s parent, the child may be eligible based on the working sibling’s qualifying employment and
qualifying move.
B5.
Must a recruiter see a marriage certificate or other legal document in order to establish a
spousal relationship when MEP eligibility is based on a spouse’s status as a migratory worker?
No.
Section 8
REFERENCE MATERIALS
Migratory Workers
C1.
Who is a “migratory agricultural worker”?
According to § 200.81(d) of the regulations, a ―migratory agricultural worker‖ is a person who, in the
preceding 36 months, has moved from one school district to another, or, in a State that is comprised of a
single school district, from one administrative area to another, in order to obtain temporary employment
or seasonal employment in agricultural work (including dairy work). Note, the regulations also define the
terms ―move,‖ ―in order to obtain,‖ ―temporary employment,‖ ―seasonal employment,‖ and ―agricultural
work.‖ These terms are discussed later in this chapter.
C2.
Who is a “migratory fisher”?
According to § 200.81(f) of the regulations, a ―migratory fisher‖ is a person who, in the preceding 36
months, has moved from one school district to another, or, in a State that is comprised of a single school
district, from one administrative area to another, in order to obtain temporary employment or seasonal
employment in fishing work. The definition also includes a person who, in the preceding 36 months,
resided in a school district of more than 15,000 square miles and moved a distance of 20 miles or more to
a temporary residence in order to obtain temporary employment or seasonal employment in fishing work.
Note, the regulations also define the terms ―move,‖ ―in order to obtain,‖ ―temporary employment,‖
―seasonal employment,‖ and ―fishing work.‖ These terms are discussed later in this chapter.
C3.
Does an individual’s visa status as an H-2A temporary agricultural worker have any impact
on whether he or she may be considered a migratory child, migratory agricultural worker, or a
migratory fisher?
No. The only criteria for being considered a migratory child, migratory agricultural worker, or migratory
fisher are those established in § 200.81(d), (e), or (f) of the regulations.
Qualifying Move
D1.
What is a “qualifying” move?
A qualifying move:
1. is across school district boundaries*; and
2. is a change from one residence to another residence; and
3. is made due to economic necessity; and
4. is made in order to obtain qualifying work; and
5. occurred in the preceding 36 months.
Note that the terms ―move,‖ ―in order to obtain,‖ and ―qualifying work‖ are defined in § 200.81 of the
regulations and discussed in sections D through H of this chapter.
*In a State that is comprised of a single school district, a move qualifies if it is from one administrative
area to another within such a district. In addition, in a school district of more than 15,000 square miles, a
move qualifies if it is over a distance of 20 miles or more to a temporary residence to engage in, or to
accompany or join a parent, spouse, or guardian who engages in, a fishing activity.
Section 8
D2.
REFERENCE MATERIALS
What is the definition of “move” or “moved”?
Under § 200.81(g) of the regulations, ―move‖ or ―moved‖ means ―a change from one residence to another
residence that occurs due to economic necessity.‖
Change of Residence and Economic Necessity
D3.
What is the definition of a “residence”?
For the purposes of the MEP, the Department considers a ―residence‖ to be a place where one lives and
not just visits. In certain circumstances, boats, vehicles, tents, trailers, etc., may serve as a residence.
D4.
What does it mean to “change from one residence to another residence”?
The Department considers this to mean leaving the place where one currently lives and going to a new
place to live, and not just to visit. For example, the Department believes that, generally, a person who
goes to a new place to seek or obtain work, or because the person cannot afford to stay in his or her
current location, is leaving the place where he or she currently lives and is going to a new place to live-and thus, has ―changed from one residence to another residence‖ (or ―changed residence‖). Similarly, the
Department believes that a person who goes to a new place to help sick or elderly family members on an
extended basis is living with those family members, and thus might meet the MEP’s change of residence
requirement if the person makes a return move to obtain qualifying work.
Thus, a person who leaves, on a short-term basis, the place where he or she lives to, for example, (1) visit
family or friends, (2) attend a wedding or other event, (3) take a vacation, (4) have an educational or
recreational experience, or (5) take care of a legal matter, would not have ―changed residence‖ because
the person did not go to the new place to live, but rather to visit. Similarly, this person would not have
―changed residence‖ upon returning home from one of these visits. Note that, in these examples, the
person also has not ―moved‖ within the meaning of § 200.81(g) of the regulations since the move was not
made ―due to economic necessity.‖ See also D5 of this chapter.
The Department strongly recommends that the recruiter document on the COE his or her reason(s) for
concluding that a person ―changed residence‖ if it appears that an independent reviewer might question
that a change of residence occurred.
D5.
What does it mean to move “due to economic necessity”?
The Department considers this to mean that the worker moved either because he or she could not afford to
stay in the current location, or went to a new location in order to earn a living. In general, the Department
believes that if the worker’s move is related to work, e.g., a move to seek or obtain work, a move because
of the loss of work, or a move because of the unavailability of work, the worker moved ―due to economic
necessity.‖ However, with respect to a move that is of such short duration (e.g., less than a week) that an
independent reviewer might question whether the move was really ―due to economic necessity,‖ the
Department strongly recommends that each SEA establish a statewide written policy for determining and
documenting whether and why these moves do and do not qualify for the MEP.
The Department also recommends that recruiters provide a comment on the COE if there appears to be
any other reason that an independent reviewer would question whether a worker changed residence ―due
to economic necessity.‖
Section 8
REFERENCE MATERIALS
D6.
If a worker and his or her children go on vacation and the worker engages in qualifying
work during the vacation, would the children qualify for the MEP?
In general, as noted in D4 of this chapter, vacations (e.g., visits to family and friends, trips for
entertainment purposes, etc.) do not constitute a change of residence, much less a change of residence due
to economic necessity. In these cases, the family is not moving because it cannot afford to stay and live
in the current location or because it needs to go to a new location to make a living. Therefore, even if the
worker engages in qualifying work, a move for vacation purposes is not a qualifying move. The
Department recognizes that there might be cultural differences in how people describe the reason for their
relocation and, therefore, recommends that the recruiter question the worker carefully to determine what
is meant when the worker asserts that his or her family is going on or returning from a vacation during
which family members worked.
D7.
Is determining whether a worker changed residence due to economic necessity sufficient for
determining that the worker made a qualifying move?
No. In order for a move to qualify under the MEP, all of the conditions in D1 of this chapter must be met.
―In order to obtain‖
D8.
What is the definition of the phrase “in order to obtain”?
Under § 200.81(c) of the regulations, the phrase ―in order to obtain,‖ when used to describe why a worker
moved, means that one of the purposes of the move is to seek or obtain qualifying work. This does not
have to be the only purpose, or even the principal purpose of the move, but it must be one of the purposes
of the move.
D9.
May a worker who asserts more than one purpose for moving be considered to have moved
“in order to obtain” qualifying work?
Yes. A worker who asserts more than one purpose for moving, for example, to be closer to other family
members or to find a better school for the children, may be considered to have moved ―in order to obtain‖
qualifying work if the recruiter determines that one of the purposes of the move was also to seek or obtain
qualifying work. As explained in D10 of this chapter, the phrase ―in order to obtain‖ includes
determining that the worker moved to find any kind of employment, provided that the worker obtained
qualifying work soon after the move.
D10. May a worker, who states that he or she moved in order to obtain (or seek) any employment
and who obtained qualifying work “soon after the move,” be considered to have moved “in order to
obtain” qualifying work?
Under certain circumstances, yes. The Department recognizes that workers may not always express a
clear intent to move and obtain qualifying work. According to § 200.81(c)(1) of the regulations, in those
situations where a worker’s intent is not clearly expressed, an SEA may infer that individuals who express
a general intent to have moved, for example, ―for work,‖ ―to obtain work,‖ ―to obtain any type of
employment,‖ or to ―take any job,‖ may be deemed to have moved with a purpose of obtaining qualifying
work if he or she obtained qualifying work soon after the move. See D22 of this chapter regarding ―soon
after the move.‖
Section 8
REFERENCE MATERIALS
D11. May a worker who asserts that he or she moved specifically to find only non-qualifying
work be considered to have moved “in order to obtain” such work if the worker obtains qualifying
work soon after the move?
No. Section 1309(2) of the statute requires migratory agricultural workers and fishers, to move ―in order
to obtain‖ temporary or seasonal employment in agricultural or fishing work, that is, ―in order to obtain‖
qualifying work. The phrase ―in order to obtain‖ in this provision brings in the worker’s purpose or
intent. See, in this regard, the July 29, 2008 notice of final MEP regulations at 73 FR 44102, 44105.
The Department considers the phrase ―in order to obtain‖ to include workers who (a) moved to obtain
qualifying work and obtained that work, and (b) moved with no specific type of work in mind and
obtained qualifying work soon after the move. (Id., at 44106.) Therefore, if the worker who moved to
obtain any work obtains qualifying work soon after the move, it is presumed that one of the purposes of
the move was to seek or obtain qualifying work.
However, if the worker asserts that he or she moved with only non-qualifying work (e.g., construction
work) in mind, given the definition of a migratory child in section 1309(2) of the ESEA and § 200.81(c)
of the Title I regulations, one may not presume that one of the purposes of the worker’s move was to
obtain qualifying work – even if the worker obtained qualifying work soon after the move.
D12. Must a recruiter ask a worker why he or she moved if the worker is engaged in qualifying
work?
Yes. The fact that a worker moved and is engaged in qualifying work does not automatically establish
that the worker moved ―in order to obtain‖ that work. Consistent with the MEP regulations, the recruiter
must determine whether one of the purposes of the worker’s move was to obtain qualifying work or any
employment, or conversely that the purpose was specifically to obtain non-qualifying work.
D13. How can a recruiter determine if one of the purposes of the worker’s move was to obtain
qualifying work if the recruiter finds the worker is engaged in qualifying work?
Even though a worker is engaged in qualifying work, the recruiter needs to ask the worker why he or she
moved. In many cases, the response will clearly indicate that one purpose of the move was to obtain
qualifying work or any employment. If this is not clear from the worker’s response, the recruiter should
ask whether the worker would have moved if he or she knew that no work was available. If the answer is
―no,‖ then the recruiter can presume that obtaining qualifying work was one purpose of the move.
If the worker indicates that he or she was looking for a specific type of work, which would be considered
non-qualifying work, e.g., construction, for purposes of the MEP, the recruiter may follow up by asking
whether the worker would have moved to the area to take any kind of work, in other words qualifying or
non-qualifying work, if construction work was not available. If the answer is ―yes,‖ and the worker
obtained qualifying work, then the recruiter can presume that obtaining qualifying work was one purpose
of the move. However, if the worker continues to express that his or her specific intent was to obtain only
non-qualifying work, the recruiter cannot find this worker eligible for the MEP based on this move,
regardless of whether the worker is engaged in qualifying work.
Section 8
REFERENCE MATERIALS
D14. May a worker who did not obtain qualifying work soon after the move, be considered to
have moved “in order to obtain” qualifying work?
Under certain circumstances, yes. A worker who did not obtain qualifying work ―soon after a move‖ may
only be considered to have moved ―in order to obtain‖ qualifying work if (1) the worker states that one
purpose of the move was specifically to obtain qualifying work, AND
(2) The worker has a prior history of moving to obtain qualifying work;
OR
(3) There is other credible evidence that the worker actively sought qualifying work soon
after the move but, for reasons beyond the worker’s control, the work was not available.
See § 200.81(c)(2) and D22 of this chapter regarding the phrase, ―soon after the move.‖
D15. If a worker states that he or she moved to obtain any employment and the worker has a
prior history of moves to obtain qualifying work, may this worker be considered to have moved “in
order to obtain qualifying work” if the worker did not obtain qualifying work soon after the move?
No. The worker must have moved specifically for qualifying work, and not any employment, regardless
of whether the worker has a prior history of moves to obtain qualifying work, or there is other credible
evidence that the worker sought qualifying work. See § 200.89(c)(1) of the regulations.
D16. How may a recruiter determine whether a worker has a prior history of moving to obtain
qualifying work?
The Department believes that the recruiter should ask the worker whether he or she has ever moved for
temporary or seasonal employment in agricultural or fishing work, i.e., qualifying work. The recruiter
may also search the State’s MEP database or the Migrant Student Information Exchange (MSIX) system
(a web-based system that allows States to share education and health information on migrant children
who travel from State to State) to see if the worker’s child, or the child, if the child is the worker, was
identified as eligible for the MEP in another part of the State or in another State.
After considering the available information, if the recruiter is satisfied that (1) one of the purposes of the
worker’s move was specifically to obtain qualifying work and (2) the worker has a prior history of moves
to obtain qualifying work, the recruiter may deem the worker’s children eligible for MEP services. The
recruiter should document the basis for the decision in the comment section of the COE and, if available,
attach the evidence he or she relied on for the decision.
D17. How far back may a recruiter look in considering “prior history of moves to obtain
qualifying work”?
The Department does not believe that a worker’s ―prior history of moves to obtain qualifying work‖ had
to have occurred within a certain time period before the most recent move, so long as the worker states
that one of the purposes of his or her move was specifically to obtain qualifying work and not just any
work, as explained in D14 and D15 of this chapter.
Section 8
REFERENCE MATERIALS
D18. What are examples of “other credible evidence” that a recruiter might rely on to determine
that the worker actively sought qualifying work soon after a move but the work was unavailable for
reasons beyond the worker’s control?
Other credible evidence that a recruiter might consider includes:

Information obtained from conversations with an employer, crew chief, employment
agency, or credible third party that indicates that the worker sought the qualifying
work;

Written information from the employer, such as a copy of an employment application
or a list of recent applicants;

Information in the public domain (e.g., newspaper) that confirms a flood or crop
failure in the area.
After considering all of the available information, if the recruiter is satisfied that the worker actively
sought qualifying work soon after the move and that the work was unavailable due to reasons beyond the
worker’s control, the recruiter may deem the worker eligible for MEP services. The recruiter should
document the basis for the decision in the comment section of the COE, and if available, attach the
evidence he or she relied on for the decision.
D19. As discussed in criteria (1) and (3) of D14, may a worker’s or family member’s statement
about the purpose of the move serve as both (1) the statement that the worker moved specifically to
obtain qualifying work and (2) the necessary “other credible evidence” that the worker actively
sought the work soon after the move?
No. The Department considers the term ―other credible evidence‖ to refer to additional information that
supports the worker’s or family member’s statement that the worker moved in order to obtain qualifying
work. Therefore, this information would need to be obtained in addition to the information about the
purpose of the move provided by the worker or his or her family.
D20. What happens if a worker, who moved to obtain qualifying work or any kind of job, first
takes a non-qualifying job and only afterwards obtains qualifying work?
A worker does not necessarily forfeit MEP eligibility by taking a non-qualifying job for a limited period
of time, so long as the worker moved in order to obtain qualifying work or any kind of job, and then
obtains qualifying work that is still ―soon after the move‖. See D22 of this chapter.
D21. If a worker and his or her child move weeks before qualifying work is available (e.g., three
weeks prior to the tomato harvest) in order to secure housing, and at the time of the interview the
worker does not yet have qualifying work, may the worker be considered to have moved “in order
to obtain” qualifying work?
Yes. The regulatory definition of ―in order to obtain‖ does not expressly address this situation. However,
the Department believes that the recruiter may find this move to have been made ―in order to obtain‖ the
work so long as the recruiter determines that one purpose of the move was to seek or obtain qualifying
work, and not just any employment – which presumably would be the case in this situation. In this
situation, the recruiter should check box 4a of the COE (the section on Qualifying Move & Work), which
states that ―the worker moved due to economic necessity in order to obtain qualifying work and obtained
qualifying work.‖ The recruiter should document in the COE Comments section that (1) the worker
moved in advance to secure housing, (2) one purpose of the move was to secure the qualifying
Section 8
REFERENCE MATERIALS
employment, and (3) the date that the worker is or was expected to start work. The children would be
considered eligible upon the SEA’s approval of the COE.
In this type of situation, consistent with § 200.81(c)(1) of the regulations, the recruiter must follow up
with the worker to verify that the worker obtained qualifying work ―soon after the move (see D22 of this
section).‖ If the recruiter discovers that the worker did not obtain qualifying work ―soon after the move,‖
the recruiter must then determine, consistent with § 200.81(c)(2) of the regulations, that the worker has
either a prior history of moves to obtain qualifying work or some other credible evidence that the worker
actively sought qualifying work. The COE must be updated accordingly. If the recruiter cannot
document a prior history or other credible evidence, this worker’s children are not eligible for the MEP
and must be removed from the rolls of eligible children.
―Soon After the Move‖
D22. How much time may separate the date of the worker’s move and the date the worker
obtains qualifying work to permit an SEA to reasonably conclude that the worker obtained
qualifying work “soon after the move”?
Because one of the purposes of the worker’s move must be to seek or obtain qualifying work, the
Department established the ―soon after the move‖ test in the belief that the time between when the worker
moves and when he or she obtains qualifying work must be small enough to reasonably presume that one
of the purposes of the move was to obtain qualifying work. We think that in these circumstances, a
worker generally should obtain qualifying work within 30 days of the move. However, we recognize that
this period of time may vary depending on local conditions in agricultural or fishing operations or
personal circumstance, which may cause the worker to delay obtaining qualifying work for a limited
period of time beyond 30 days. If the recruiter believes that such circumstances exist and that he or she
can still reasonably conclude that the worker obtained qualifying work ―soon after the move,‖ the
Department recommends that the recruiter document in the comment section of the COE the factors that
led him or her to this conclusion.
Duration and Distance
D23.
Is there a minimum duration for a qualifying move?
Although the statute and regulations are silent on the duration of a qualifying move, a migratory worker
must stay in a new place long enough to show that the worker ―moved,‖ i.e., changed residence due to
economic necessity, and that one of the purposes of the move was to seek or obtain qualifying work, or
any kind of work so long as the worker obtained qualifying work soon after the move. Recruiters should
carefully examine and evaluate relevant factors, such as whether the worker obtained, or could have
obtained, a place to live that would allow the worker and the migratory child to remain in the new
location long enough for the worker to engage in qualifying work or whether the move to work was a
one-time act or a series of short moves to work in order to augment the family’s income. If the worker
sought but did not obtain qualifying work soon after the move (or at all), the recruiter should determine
whether the worker meets the requirements for moving ―in order to obtain‖ qualifying work, as described
in D14-D21 of this chapter. With respect to moves of such short duration (e.g., less than a week) that an
independent reviewer might question whether the move was ―due to economic necessity,‖ the Department
strongly recommends that the SEA establish a written policy for determining and documenting when and
why these moves qualify for the MEP.
Section 8
D24.
REFERENCE MATERIALS
Is there a minimum distance requirement for a qualifying move?
No. The only requirement is that the move be across school district boundaries. In a State that is
comprised of a single school district (e.g., Hawaii), the move must be across the established boundaries of
intra-district administrative areas. In a State where school districts are more than 15,000 square miles
(e.g., Alaska), the move must be either across established school district boundaries or, a distance of 20
miles or more to a temporary residence to engage in temporary or seasonal fishing work. See §
200.81(d), (e), and (f) of the regulations.
D25. Has a worker who travels back and forth between a residence and an agricultural or fishing
job within the same day made a qualifying move?
No. Such a worker is a ―day-haul‖ worker whose travel is a non-qualifying commute, not a qualifying
migration involving a change of residence.
Moves by Boat
D26.
Are there special issues that affect only the moves of migratory fishers who travel by boat?
No. These workers’ moves must be across school district boundaries (i.e., from one school district to
another), whether the moves are by water or by land. As with any other MEP eligibility determination,
the SEA must maintain documentation of school district boundaries as they extend into the water. In
addition, all other eligibility criteria must be met.
D27.
Has a fisher who travels by boat and docks in a new school district made a qualifying move?
It depends. A fisher who travels by boat to a new school district, or travels 20 miles or more in Alaska,
must stay in the new place long enough to show that the worker ―moved,‖ i.e., changed residence due to
economic necessity, and that one of the purposes of the move was to seek or obtain qualifying work (or
any kind of work, so long as the worker obtained qualified work soon after the move). See D23 of this
chapter regarding moves of short duration. The Department recommends that recruiters obtain sufficient
information about this type of trip to document in the COE that the move meets these requirements.
Stopover Sites
D28.
What are stopover sites?
Stopover sites are rest centers where migrant families who are in transit stop for a night or two before
moving on to another locale.
D29.
May SEAs serve eligible migrant families who stay at a stopover site?
Yes.
D30. May SEAs count the eligible migrant children they serve at stopover sites for funding
purposes?
It depends. An SEA may count eligible migrant children who have already established residency in the
State prior to staying at the stopover site. (See D3 of this section for an explanation of the term
―residence‖ as it pertains to the MEP.) However, an SEA may not count migrant children who have
stopped at the stopover site but have not established residency in the State – the move was not made to
Section 8
REFERENCE MATERIALS
obtain qualifying work at the stopover site. Moreover, simply stopping in the State for a rest period does
not establish residency. In these cases, the SEA must wait for the migrant family to complete the
qualifying move and establish residency in the State before it may count the children.
International Moves
D31.
May a worker’s move to the United States from another country qualify for the MEP?
Yes. A worker’s move from another country to the U.S. may qualify if one of the purposes for the move
was to seek or obtain qualifying work. For example, orchard growers in the Northeast hire contract
workers from Guatemala to pick crops for a short period of time. Assuming all other eligibility criteria
are met, the children of these workers would qualify because one of the purposes of the move to the U.S.
was to obtain qualifying work. The workers are not disqualified if they have other reasons for moving to
the U.S., even permanent relocation, so long as one of the purposes of the move is to obtain qualifying
work and the other conditions are met.
D32.
Is a move from the United States to another country a qualifying move?
No. The MEP was established to benefit families who perform qualifying work in the United States.
Therefore, the Department does not view the MEP statute as authorizing moves to another country to
engage in temporary or seasonal employment in agricultural or fishing work to be considered qualifying
moves. However, if a worker’s move to another country is a ―change of residence,‖ the worker’s move
back to a school district in the U.S. might be a qualifying move.
D33. If a worker and his or her children make a non-qualifying move to the U.S. from another
country, may the children be considered eligible for the MEP based on a subsequent qualifying
move?
Yes.
B.
Qualifying Arrival Date (QAD) and Move ―to Join‖ Issues
I.
E1.
When does a child’s eligibility for MEP services begin?
A child may be identified as a ―migratory child‖ when the child and the worker complete the qualifying
move. This is often referred to as the qualifying arrival date, or QAD, for purposes of the COE.
However, a child is only eligible for MEP services once the SEA has determined that the child meets all
eligibility criteria outlined in A1 of this chapter.
E2.
Must a child move at the same time as the worker to be eligible for the MEP?
No; however, both the worker and child must make the move. Section 1309(2) of the ESEA provides that
if the child is not the qualifying worker, the child must move to "accompany" the worker who moved in
order to obtain or seek qualifying work. The regulations expand the term ―accompany‖ to include a child
who moves separately to ―join‖ a parent, spouse, or guardian. That is, under the definition of ―migratory
child‖ in § 200.81(e) of the regulations, a child who is not a migratory agricultural worker or migratory
fisher qualifies if the child accompanies or ―joins‖ a parent, spouse, or guardian who is a migratory
agricultural worker or migratory fisher who moves in order to obtain qualifying work. The Department
considers this provision to mean that the child’s move may either precede or follow the worker’s move.
For example, the child may move before the worker in order to start the school year on time, or the
worker may move before the child in order to secure housing. In either case, the fact that the child and
Section 8
REFERENCE MATERIALS
his or her parent, spouse, or guardian do not move at the same time does not nullify the child’s eligibility
for the MEP.
E3.
What is the QAD when a child moves before or after the worker?
In situations where the child and worker do not move at the same time, the Department considers the
QAD to be the day that the child and worker complete the move to be together. That is, if the child’s
move precedes the worker’s move, the QAD is the date that the worker arrived. If the child’s move
follows the worker’s move, the QAD is the date the child arrived.
E4.
How much time may separate the worker’s move from a child’s move “to join” a worker?
The time limit depends on the circumstances. The Department believes that, as a best and safe practice,
the child’s move should generally occur within no more than 12 months of the worker’s move to obtain
qualifying work, and that after one year it is difficult to link the child’s move to the worker’s move to
obtain qualifying work. Nonetheless, there may be unusual circumstances that prevent a child from
moving within 12 months of the worker’s move. In these cases, the Department recommends that an SEA
document in the comment section of the COE the basis for determining that the child moved to
―accompany‖ a worker after such a prolonged period of time between the two moves.
A.
Qualifying Work
F1.
What is “qualifying work”?
Under § 200.81(i) of the regulations, ―qualifying work‖ means temporary employment or seasonal
employment in agricultural work or fishing work.
B.
Agricultural Work or Fishing Work
Agricultural Work
G1.
What is the definition of “agricultural work” for purposes of the MEP?
―Agricultural work‖ is:
1. the production or initial processing of crops, dairy products, poultry, or livestock; as well
as
the cultivation or harvesting of trees,
that is—
2. performed for wages or personal subsistence.
See § 200.81(a).
G2.
What does “production” mean?
The Department considers agricultural production to mean work on farms, ranches, dairies, orchards,
nurseries, and greenhouses engaged in the growing and harvesting of crops, plants, or vines and the
keeping, grazing, or feeding of livestock or livestock products for sale. The term also includes, among
Section 8
REFERENCE MATERIALS
other things, the production of bulbs, flower seeds, vegetable seeds, and specialty operations such as sod
farms, mushroom cellars, and cranberry bogs.
G3.
What is a crop?
The Department considers a crop to be a plant that is harvested for use by people or by livestock.
G4.
What are examples of agricultural work related to the production of crops?
The production of crops involves work such as preparing land or greenhouse beds, planting, seeding,
watering, fertilizing, staking, pruning, thinning, weeding, transplanting, applying pesticides, harvesting,
picking, and gathering.
G5.
Is work such as gathering decorative greens considered agricultural work?
Yes. The Department considers the term ―plants‖ to include decorative greens or ferns grown for the
purpose of floral arrangements, wreaths, etc. Therefore, the collection of these plants can be considered
agricultural work. For the purposes of the MEP, the collection of these greens for recreation or personal
use would not be considered agricultural work.
G6.
What is livestock?
The term ―livestock‖ refers to any animal produced or kept primarily for breeding or slaughter purposes,
including, but not limited to, beef and dairy cattle, hogs, sheep, goats, and horses. For purposes of the
MEP, livestock does not include animals that are raised for sport, recreation, research, service, or pets.
The Department does not consider the term ―livestock‖ to include animals hunted or captured in the wild.
G7.
What are examples of agricultural work related to the production of livestock?
The Department considers the production of livestock to involve raising and taking care of animals
described in the previous question. Such work includes, but is not limited to: herding; handling; feeding;
watering; milking; caring for; branding; tagging, and assisting in the raising of livestock.
G8.
Are animals such as deer, elk, and bison raised on farms considered “livestock”?
Yes, so long as these animals, sometimes referred to as specialty or alternative livestock, are raised for
breeding or slaughter purposes and not for sport or recreation.
Cultivation or Harvesting of Trees
G9.
What does “cultivation” mean in the context of trees?
In the context of trees, ―cultivation‖ refers to work that promotes the growth of trees.
G10.
What are examples of work that can be considered the cultivation of trees?
For the purposes of the MEP, examples of work that can be considered the cultivation of trees include, but
are not limited to: soil preparation; plowing or fertilizing land; sorting seedlings; planting seedlings;
transplanting; staking; watering; removing diseased or undesirable trees; applying insecticides; shearing
tops and limbs; and tending, pruning, or trimming trees.
Section 8
G11.
REFERENCE MATERIALS
What does “harvesting” mean in the context of trees?
For the purposes of the MEP, ―harvesting‖ refers to the act of gathering or taking of the trees.
G12.
What are examples of work that can be considered the harvesting of trees?
The Department considers the harvesting of trees to include work such as topping, felling, and skidding.
G13.
What types of work are not considered part of the cultivation or harvesting of trees”?
The Department believes that the following activities are not part of the cultivation or harvesting of trees:
clearing trees in preparation for construction; trimming trees around electric power lines; and cutting logs
for firewood.
G14. Does transporting trees from a harvesting site to a processor (sawmill) qualify as
agricultural work?
No. Transporting trees is not agricultural work for purposes of the MEP because it occurs after the
cultivation and harvesting of trees.
G15.
Is processing trees considered agricultural work?
No. According to § 200.81(a) of the regulations, only the cultivation or harvesting of trees is considered
agricultural work. Processing trees occurs after the cultivation and harvesting.
Fishing Work
G16.
What is the definition of “fishing work” for purposes of the MEP?
―Fishing work‖ is:
1. 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.
See § 200.81(b).
G17.
What is a “fish farm”?
For purposes of the MEP, the Department considers a fish farm to be a tract of water, such as a pond, a
floating net pen, a tank, or a raceway reserved for the raising or harvesting of fish or shellfish. Large fish
farms sometimes cultivate fish in the sea, relatively close to shore. The fish are artificially cultivated,
rather than caught, as they would be in ―fishing.‖ Fish species raised on fish farms include, but are not
limited to, catfish, salmon, cod, carp, eels, oysters, and clams.
Section 8
G18.
REFERENCE MATERIALS
What are examples of work on a fish farm that would qualify as fishing work?
For the purposes of the MEP, examples of work on a fish farm that would qualify as ―fishing work‖
include, but are not limited to, raising, feeding, grading, collecting, and sorting of fish, removing dead or
dying fish from tanks or pens, and constructing nets, long-lines, and cages.
G19.
Is the act of catching fish or shellfish for recreational or sport purposes “fishing work”?
No. These activities are not performed for wages or personal subsistence.
Initial Processing
G20.
What does “initial processing” mean?
The Department considers ―initial processing‖ to be work that (1) is beyond the production stage of
agricultural work and (2) precedes the transformation of the raw product into something more refined. It
means working with a raw agricultural or fishing product.
G21.
What are examples of “initial processing” work in the poultry and livestock industries?
For the purposes of the MEP, examples of ―initial processing‖ work in the poultry and livestock industries
include, but are not limited to: stunning; slaughtering; skinning; eviscerating; splitting carcasses;
hanging; cutting; trimming; deboning; and enclosing the raw product in a container.
G22.
What are examples of “initial processing” work in the crop industry?
For the purposes of the MEP, examples of ―initial processing‖ work in the crop industry include, but are
not limited to: cleaning; weighing; cutting; grading; peeling; sorting; freezing, and enclosing the raw
product in a container.
G23.
What are examples of “initial processing” work in the fishing industry?
For the purposes of the MEP, examples of ―initial processing‖ work in the fishing industry include, but
are not limited to: scaling; cutting; dressing; and enclosing the raw product in a container.
G24.
When does “initial processing” end?
The Department considers a product no longer to be in the stage of ―initial processing‖ once the
transformation of the raw product into something more refined begins. The Department believes that
work up to, but not including, the start of the transformation process is agricultural or fishing work for
purposes of the MEP. However, work such as placing raw chicken breasts into the oven for cooking,
adding starter cultures to milk to make cheese, or applying necessary ingredients to a raw pork belly to
begin the curing process is the beginning of the transformation process and therefore is not agricultural or
fishing work for purposes of the MEP.
G25.
What work is not considered production or initial processing?
Work such as cooking; baking; curing; fermenting; dehydrating; breading; marinating; and mixing of
ingredients involves transforming a raw product into a more refined product. Therefore, the Department
does not consider this work to be production or initial processing. In addition, the Department does not
consider the following work to be production or processing: placing labels on boxes of refined products;
selling an agricultural or fishing product; landscaping; managing a farm or processing plant; providing
Section 8
REFERENCE MATERIALS
accounting, bookkeeping, or clerical services; providing babysitting or childcare services for
farmworkers; or working at a bakery or restaurant. With regard to work such as repairing or maintaining
equipment used for production or processing, or cleaning or sterilizing farm machinery or processing
equipment, the Department does not consider individuals whose profession is to do this work, or who
were hired solely to perform this work, to be performing agricultural work.
G26.
Is hauling a product on a farm, ranch or other facility considered agricultural work?
Yes. The Department considers hauling a product on a farm, ranch, or other facility an integral part of
production or initial processing and therefore, is agricultural work. However, it does not consider
transporting a product to a market, wholesaler, or processing plant to be production or initial processing.
―Shipping and trucking‖ is work that is often carried out by a third-party retailer, wholesaler, or contractor
paid to transport various products. Therefore, the service these companies or contractors provide is
―shipping‖ or ―trucking‖ and not production or initial processing.
G27. May a worker who performs both qualifying and non-qualifying work still be eligible for
the MEP?
Yes. A worker is only required to meet the definition of a migratory agricultural worker or migratory
fisher as defined in § 200.81(d) and (f) of the regulations. The fact that the worker performs nonqualifying work in addition to qualifying work has no bearing on his or her eligibility for the MEP.
Wages and Personal Subsistence
G28.
What does “personal subsistence” mean?
As used in the definitions of agricultural work and fishing work in § 200.81(a) and (b) of the regulations,
and as defined in § 200.81(h) of the regulations, ―personal subsistence‖ means that the worker and the
worker’s family, as a matter of economic necessity, consume, as a substantial portion of their food intake,
the crops, dairy products, or livestock they produce or the fish they catch.
G29. May a worker who is “self-employed” qualify as a migratory agricultural worker or
migratory fisher?
Yes, in some circumstances. In general, the Department considers migratory agricultural workers and
fishers to be either employed for wages or performing work for personal subsistence. However, while
some workers, such as those who glean leftover crops from fields or fishers who own their own boats,
might consider themselves ―self employed,‖ for purposes of MEP eligibility the Department considers the
provisions regarding personal subsistence to mean that the money such workers earn from the sale of the
product is equivalent to ―wages‖ (and to the extent that gleaners consume the food they gather as a
substantial portion of their food intake, ―performed for personal subsistence‖).
C.
Temporary and Seasonal Employment
H1.
What is seasonal employment?
According to § 200.81(j) of the regulations, seasonal employment is employment that occurs only during
a certain period of the year because of the cycles of nature and that, by its nature, may not be continuous
or carried on throughout the year.
Section 8
H2.
REFERENCE MATERIALS
How does the phrase “cycles of nature” pertain to seasonal employment?
For purposes of the MEP, the phrase ―cycles of nature‖ is used to describe the basis for why certain types
of employment in agricultural or fishing work only occur during certain, limited periods in the year. The
length of ―seasonal‖ employment is based on the distinct period of time associated with the cultivation
and harvesting cycles of the agricultural or fishing work, and is not employment that is continuous or
carried on throughout the year.
H3.
How long may seasonal employment last?
The definition of seasonal employment in § 200.81(j) of the regulations states that it is employment that
occurs only during a certain period of the year and may not be continuous or carried on throughout the
year. Therefore, like temporary employment, seasonal employment may not last longer than 12 months.
H4.
How may an SEA determine that a worker’s job is “seasonal employment”?
A worker’s employment is seasonal if:
1. it occurs during a certain period of the year; and
2. it is not continuous or carried on throughout the year
H5.
What is temporary employment?
According to § 200.81(k) of the regulations, temporary employment means ―employment that lasts for a
limited period of time, usually a few months, but no longer than 12 months.‖
H6.
How may an SEA determine that a worker’s job is “temporary employment”?
Section 200.81(k) of the regulations identifies three ways in which an SEA may determine that
employment is temporary:
a. Employer Statement - The employer states that the worker was hired for a limited time
frame, not to exceed 12 months;
b. 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);
c. State Determination - The SEA has determined on some other reasonable basis that the
employment will not last longer than 12 months.
H7.
Is a worker who was hired to perform a series of different jobs, which together lead to the
worker being employed by the same employer for more than 12 months, employed on a temporary
or seasonal basis?
No. Workers who are hired to work for more than 12 months by the same employer regardless of how
many different jobs they perform are not employed on a temporary or seasonal basis as defined in
200.81(j) and (k) of the MEP regulations.
Section 8
REFERENCE MATERIALS
H8.
What is an example of a statement from an employer that indicates that the employment is
temporary?
An example of a statement from an employer who harvests ferns for the floral industry might be:
―employer ___________ (name) stated that she will hire the worker only for the months of February
through May to accommodate the increase in floral gifting around Valentine’s Day, Easter, and Mother’s
Day.‖ In this example, the employer stated that she is hiring the worker for a short period of time that
will not exceed 12 months.
H9.
What is an example of a statement from a worker that indicates that the employment is
temporary?
An example of a worker’s statement might be: ―the worker stated that he plans to leave the job after seven
months in order to return to his home with his family.‖ Similar to the employer’s statement, the worker’s
statement indicates that he will only remain in the job for a short period of time that will not exceed 12
months.
H10. When would an SEA rely on its own determination that a worker’s employment is
temporary?
In general, the Department believes that a determination about the temporary nature of a worker’s
employment is best obtained through a recruiter’s interview with the worker or employer. However, §
200.81(k) of the regulations authorizes an SEA to make its own determination that employment is
temporary so long as the SEA has some other reasonable basis for determining that the employment will
not last more than 12 months.
For employment that appears constant and available year round, § 200.81(k) of the regulations permits an
SEA to conclude that the employment is ―temporary‖ for purposes of the MEP only if it determines and
documents that, given the nature of the work, of those agricultural and fishing workers whose children the
SEA determined to be eligible using some other reasonable basis, virtually none remained employed by
the same employer more than 12 months. For more information about how to determine and document
that virtually no workers remained employed by the same employer for more than 12 months, please see
section I of this chapter.
H11. What are examples of “other reasonable bas[e]s” that an SEA might consider when
determining that employment will not last longer than 12 months?
Examples of information that an SEA might consider include:
1. A recent survey of workers (e.g., an attrition rate study—see I8 through I19 of this
chapter), by worksite, whom the SEA previously determined to be employed temporarily.
2. A recent survey of workers (e.g., an attrition rate study—see I8 through I19 of this
chapter) from another State that documents the temporary nature of employment at a
similar worksite.
3. A relevant and timely literature review that supports the temporary nature of employment
at a similar worksite(s) and that can be considered for the worksite in question.
The SEA should maintain appropriate documentation to support the basis for its determination. In the
case of examples 2 and 3 above, this documentation should include the basis for finding that the worksite
in the State is similar to those discussed in another State’s documentation or in the literature review.
Section 8
REFERENCE MATERIALS
As mentioned in H10, an SEA that relies on some other reasonable basis to determine the temporary
nature of employment that appears constant and available year round must later confirm its conclusion by
documenting that virtually none of the agricultural or fishing workers whose children were determined to
be eligible, based on its determination of temporary employment, were still employed by the same
employer for more than 12 months. See Section I of this chapter for more information.
H12. What are examples of information that would not be considered “reasonable” for purposes
of determining that employment will not last more than 12 months?
The Department does not consider information such as the following to be reasonable for purposes of
determining that employment will not last more than 12 months:
1. Anecdotal information about a worksite or industry, for example, the working conditions
are such that a worker is unlikely to remain employed for more than 12 months.
2. Newspaper ads announcing a job opening on a farm or at a worksite. The fact that an
employer plans to hire new workers by announcing job openings is not necessarily a
signal that employment at a worksite is to be temporary. Specificity about the nature of
the jobs to be filled, e.g., whether the work is agricultural or fishing and the employment
is temporary or seasonal, would be needed.
3. After February 28, 2010, ―industrial surveys‖ as described in the Department’s 2003
Non-Regulatory Guidance or other studies of turnover within job categories. See I7 of
this chapter.
The Department does not believe that this type of information is sufficiently reliable for determining
whether a worker’s employment is likely to last less than 12 months.
H13. Must the SEA stop serving children whose parent or guardian remains employed by the
same employer after 12 months even though the worker was originally employed on a temporary
basis?
In general, an SEA may continue serving these children and keep them on its rolls for the duration of their
36-month eligibility period. MEP eligibility is determined at the time of the interview and is based on the
worker’s (or employer’s) stated intention at the time of the move, or on the SEA’s evidence of an ―other
reasonable basis‖ for determining the work may be considered to be temporary.
The Department would expect a situation in which the worker continues to be employed after 12 months
to be a rare occurrence and not the norm for workers who are recruited on this basis. However, if a
significant number or percentage of workers recruited on this basis remains employed at a particular
worksite beyond 12 months, either in the same job or in another job at the same worksite, the Department
believes the SEA should examine the reasons why workers are remaining employed. In some cases, the
reasons may be justifiable. For example, if the economy took a turn for the worse, employees who
intended to leave their employment much earlier did not do so because other jobs were not available. On
the other hand, the recruiter might have made an incorrect eligibility determination because he or she did
not understand the MEP definition of temporary employment. There even could be reasons to suspect
fraud. In both of these latter situations, children’s eligibility should be terminated immediately if the SEA
determines that the original eligibility determinations were erroneous.
Thus, the reasons workers remain employed for more than 12 months will determine whether and what
action the SEA needs to take.
Section 8
REFERENCE MATERIALS
H14. If a worker planned to work at an agricultural or fishing worksite permanently, can the
worker be recruited for the MEP if the recruiter finds out later that the worker did not remain
employed more than 12 months?
In general, no. A worker who moved to seek permanent employment did not move ―in order to obtain
temporary or seasonal employment in agricultural or fishing work‖ as required by the statute.
However, if the SEA has determined and documented that employment at the worksite, despite appearing
to be constant and available year-round, is temporary in accordance with 200.81(k) of the regulations, the
worker can be considered eligible for the MEP (assuming that all other eligibility criteria are met). See
Section I of this chapter.
H15. Should jobs that occur only at certain times of the year because of a holiday or event be
considered as temporary employment or seasonal employment?
Jobs that occur only at certain times of the year because of a holiday or event (e.g., Thanksgiving,
Christmas, etc.) should be considered temporary employment because the time of year that the work is
performed is not dependent on the cycles of nature, but rather the holiday or event.
D.
Employment That Appears Constant and Available Year-Round
I1.
Is an SEA always required to determine whether employment that appears constant and
available year-round may be considered temporary?
No. An SEA is required to determine whether employment that is constant and available year-round may
be considered temporary only if it intends to qualify the children of workers employed in these types of
jobs.
I2.
May SEAs consider employment that appears to be constant and available year-round to be
temporary employment?
Yes. The Department recognizes that some agricultural and fishing jobs, for example certain jobs at
processing plants or dairy farms, may appear to be constant and available year-round, but, perhaps
because of the nature of the work, workers typically do not stay long at these jobs. In cases of
employment that appears to be constant and available year-round, recruiters can base their determination
that the employment is temporary on:
1. the worker’s or the employer’s statement that even though the work appears to be
constant and available year- round, he or she intends to remain no longer than 12 months,
or
2. the SEA’s determination that even though the work appears to be constant and available
year-round, the SEA has determined and documented, in accordance with § 200.81(k) of
the regulations, that the employment is temporary.
I3.
How does an SEA determine and document that certain employment that appears to be
constant and available year-round is temporary employment for purposes of the MEP?
Consistent with § 200.81(k) of the regulations, an SEA determines the temporary nature of employment
that appears to be constant and available year-round by:
Section 8
REFERENCE MATERIALS
Step 1: establishing its basis for reasonably concluding that particular employment that
appears to be constant and available year-round can be considered temporary. (See
H11 and H12 of this chapter regarding ―reasonable bases‖ for determining temporary
employment.)
AND
Step 2: later confirming the basis of this conclusion by documenting that virtually none of the
migratory agricultural or fishing workers whose children were determined to be
eligible, based on the SEA’s determination of the temporary nature of such
employment, remained employed by the same employer for more than 12 months.
One way an SEA might confirm the basis of its subsequent conclusion is through an
―attrition rate study.‖ See I1 – I7, which apply to the requirements for documenting
the temporary nature of work that appears to be constant and available year-round,
and I8 – I21, which address attrition rate studies.
I4.
May an SEA continue to rely on the documentation it used consistent with prior regulations
and prior non-regulatory guidance to determine the temporary nature of employment that appears
constant and available year round?
No. For a limited time, the July 29, 2008, regulations allowed the SEA to rely on documentation
consistent with prior regulations and prior guidance (e.g., ―industrial surveys) when determining the
temporary nature of employment that appears constant and available year round. However, this
allowance ended on February 28, 2010 (i.e., 18 months from the effective date of the July 2008
regulations). To continue to find whether agricultural and fishing workers employed in what appears to
be constant and year-round employment are, in fact, engaged in temporary employment, § 200.81(k)
requires that by February 28, 2010, the SEA establish and implement procedures for determining which
employers, whose agricultural and fishing workers it previously determined were employed temporarily,
meet the definition of temporary employment established in the July 29, 2008 regulations.
In other words, the SEA must have determined by February 28, 2010, which employers, who offer
employment that the SEA previously considered to be temporary based on its prior documentation, met
the ―virtually no workers remained employed by the same employer for more than 12 months‖
threshold. For employers (or their worksites – see I10 of this chapter) for which the SEA has made this
determination, the SEA may continue to qualify the children of workers employed in agricultural or
fishing work at these worksites on the basis of its new documentation. But, for employers (or their
worksites) that did not meet the ―virtually no workers remained employed…‖ threshold, the SEA must
stop recruiting the children of agricultural and fishing workers at these worksites on the basis of the
SEA’s prior documentation that work that appears constant and available year-round is temporary. The
SEA also must terminate eligibility of any children who were determined to be eligible on or after
February 28, 2010, on the basis of the SEA’s prior determination that work that appears constant and
available year-round is temporary. See also I20 of this chapter.
I5.
What is the purpose of determining that “virtually no workers remained employed by the
same employer more than 12 months”?
The purpose is to determine which employers, whose workers’ employment appears to be constant and
available year-round, may be considered to offer ―temporary employment‖ for purposes of MEP
eligibility. This determination only affects whether an SEA may continue, going forward, to consider
employment for a particular employer to be temporary based on the SEA’s documentation (i.e.,
employment may still be determined temporary based on the worker’s or employer’s statement that the
Section 8
REFERENCE MATERIALS
employment will not last longer than 12 months). See reference to SEA documentation in § 200.81(k) of
the regulations.
I6.
How often must an SEA test the reasonableness of its temporary determinations for work
that appears to be constant and available year-round?
Determinations made on the basis of criteria in the July 29, 2008, regulations must be made at least once
every three years. See § 200.81(k). (By February 28, 2010, each SEA must have tested the
reasonableness of determinations made according to the 2003 MEP Non-Regulatory Guidance or some
other reasonable process that was used prior to the issuance of the July 29, 2008 regulations.)
I7.
After February 28, 2010, may an SEA continue to rely on (1) “industrial surveys” as
discussed in the 2003 MEP Non-Regulatory Guidance, or (2) some other process that measures
employee turnover that SEAs adopted prior to the issuance of the July 2008 regulations, as
reasonable documentation of the temporary nature of employment that appears to be constant and
available year-round?
No. See § 200.81(k) of the regulations.
The 2003 MEP Non-Regulatory Guidance permitted an SEA to consider certain jobs temporary based on
the turnover rate of workers within particular job categories. However, surveys that measure the turnover
rate of workers in and out of a particular job do not account for situations in which workers continue to
remain employed by the same employer in a succession of jobs. These types of surveys do not measure
the temporary nature of a worker’s employment, but rather only the turnover within a particular job
category. Thus, these types of surveys are not valid measures of ―temporary employment‖ as defined in §
200.81(k) of the regulations. Instead, the SEA should consider conducting an ―attrition rate study‖ to
document the temporary nature of employment that appears to be constant and available year-round.
Attrition Rate Study
I8.
What is an attrition rate study?
An attrition rate study is one way that an SEA can confirm its basis for reasonably concluding, despite the
appearance that employment at a worksite is constant and available year-round, that virtually no
migratory agricultural or fishing workers remained employed by the same employer for more than 12
months. For those worksites where the results of the attrition rate study reveal that virtually no migratory
agricultural or fishing workers remained employed for more than 12 months, the SEA can continue to
conclude that workers who perform agricultural or fishing work at those worksites are employed
temporarily. (See Step 2 of I3 of this section.)
In this kind of study, an ―attrition rate‖ means the percent of all migratory agricultural or fishing workers
at a particular worksite (1) who were previously identified as eligible for the MEP, and (2) whose
employment appears to be constant and available year-round, but who do not remain employed at that
worksite more than 12 months.
I9.
What attrition rate would permit an SEA to conclude that “virtually no workers remained
employed by that employer more than 12 months”?
The Department has adopted a presumption that an attrition rate of at least 90% for any given worksite
satisfies the requirement that virtually none of the migratory agricultural or fishing workers hired
Section 8
REFERENCE MATERIALS
remained employed at that worksite for more than 12 months – and, therefore, the employment may be
considered temporary.
For worksites of five or fewer migratory workers who perform agricultural or fishing work that appears to
be constant and available year-round (e.g., small dairy farms), calculating an attrition rate of 90% is
impossible. Therefore, the Department considers the termination of employment for four out of five
workers to be equivalent to ―virtually no workers remained employed by the same employer more than 12
months.‖ Similarly, the Department considers worksites with three out of four workers, and two out of
three workers, leaving within 12 months or less to be equivalent to ―virtually no workers remained
employed by the same employer more than 12 months.‖
I10.
If an SEA is documenting the temporary nature of employment that appears to be constant
and available year-round, does it make its temporary determination by employer or by worksite?
An SEA that wants to document the temporary nature of employment that appears to be constant and
available year-round is only required to make this determination by employer. Specifically, § 200.81(k)
requires an SEA, for employment that appears to be constant and available year-round, to document that
virtually no agricultural or fishing workers, whose children the SEA previously identified as eligible for
the MEP, ―remained employed by the same employer more than 12 months‖ (emphasis added).
However, in cases where the employer has several worksites, the Department recommends that the SEA
consider going further, and conduct its study by each of the employer’s worksites. Conducting an
attrition rate study by worksite allows an SEA to continue qualifying the children of agricultural or
fishing workers who are employed at worksites that have a 90% or higher attrition rate even though the
attrition rate for the employer (which combines all of the worksites) might be less than 90%. In this
situation, if the SEA only conducted its attrition rate by employer, it would no longer be able to qualify
the children of agricultural or fishing workers employed by this employer, because the employer’s overall
attrition rate is not 90% or higher.
Note, given the possible benefit of conducting an attrition rate study by employer’s worksite, the
remainder of the discussion about attrition rate studies uses this perspective.
I11.
How would an SEA conduct an attrition rate study?
The Department suggests following these steps:
1. Generate a list of migratory agricultural and fishing workers whose children are currently
qualified as eligible under temporary employment.
2. Separate COEs for these workers into two categories: Category A – determinations of
temporary employment based on the worker’s or employer’s statement that the job was
temporary or the worker would not remain employed longer than 12 months; and
Category B – determinations of temporary employment based on employment that
appeared constant and available year-round, but which the SEA determined to be
temporary. Note, COEs classified as Category A should not be factored into the attrition
rate study or calculation since the purpose of the study is to confirm whether the SEA’s
determination is correct. COEs classified as Category B will represent the pool of
workers whose employment appears constant and available year round but that the SEA
has determined to be temporary.
3. Further separate the COEs for Category B by worksite if this has not been done already.
4. Contact each of these workers (or the workers’ employer) to determine or verify:
a. whether the worker is still employed at the same worksite listed on the COE;
b. when the worker started working at that worksite;
Section 8
REFERENCE MATERIALS
c. when the worker stopped working at the worksite (if the worker has stopped
working at the worksite); and
d. whether the worker’s employment was terminated and resumed at any time
during the 12 months.
5. Use the information from the results of the interviews to determine which of the Category
B workers were employed at the same worksite for 12 months or less.
6. Calculate the percent of agricultural and fishing workers by worksite that the SEA can
verify as being employed at that worksite for 12 months or less. See I12, immediately
below, for information about calculating the attrition rate.
I12.
How can an SEA calculate an attrition rate?
Attrition rates can be calculated as follows:
(1) Determine the total number of agricultural and fishing workers at each worksite whose children were
qualified as eligible according to the SEA’s determination of temporary employment for employment that
appears to be constant and available year-round; i.e., steps 1 through 3 in I11, immediately above.
Consider this number to be ―Y‖.
(2) Determine the number of agricultural and fishing workers by worksite identified in Step 1 who were
employed for 12 months or less; i.e., step 4 and 5 in I11, immediately above. Consider this number to be
―X‖.
(3) Divide ―X‖ by ―Y‖ and multiply this number (―Z‖) by 100 to give you the attrition rate for each
worksite in a percentage.
Attrition Rate formula:
X/Y=Z
Z x 100 = Attrition rate (%)
The following example demonstrates how the formula works:
Worksite USA
(X) Total number of agricultural workers from
worksite USA that were employed for 12
months or less
32
(Y) Total number of agricultural workers at
worksite USA whose children are qualified
as eligible according to the SEA’s prior
determination of temporary employment
that appears to be constant and available
year-round
120
Calculation:
X/Y=Z
Z x 100 = Attrition Rate (%)
32 / 120 = 0.266
0.266 x 100 =27% (round to the nearest tenth)
Section 8
REFERENCE MATERIALS
In this example, only 27% of agricultural workers at worksite USA were no longer employed after 12
months (i.e., 73% of workers were employed longer than 12 months). Despite the fact that workers at
worksite USA were previously determined to be eligible for the MEP, agricultural or fishing work at
worksite USA can no longer be considered temporary employment. This is because the SEA could not
determine that ―virtually no workers remained employed by [worksite USA] more than 12 months,‖ as
required by § 200.81(k) of the regulations. Therefore, the SEA must stop recruiting workers at worksite
USA based on the SEA’s own determination of temporary employment. Workers at the site may still be
determined to be migratory workers if the determination of temporary employment is based on the
worker’s or employer’s statement. See I21 of this chapter.
I13.
How would an SEA select the workers for its attrition rate study?
An SEA may use any approach that is reasonable to select workers for participation in its attrition rate
study.1 Below are two suggested approaches. In both examples, the SEA should only include in its
sample migratory agricultural workers and fishers whose children (or the children themselves if they were
the workers) were previously determined to be eligible based on the SEA’s prior determination that the
worker’s constant and available year-round employment was actually temporary. In other words, these
samples would not include the children of workers whose employment was determined to be temporary
based on the worker’s statement or the employer’s statement.
1.
This approach relies on workers whose children were identified as eligible for the MEP
during a specified 12-month time period. Depending on the 12-month time period that
the SEA selects, this option will allow the SEA to determine the temporary nature of
employment at a particular worksite as quickly as the SEA can conduct the interviews
with the workers and analyze the data. To select workers2 using this approach, the SEA
should generate a list of workers whose children were identified as eligible for the MEP
during a specified 12-month time period (e.g., between September 1, 2008, and August
31, 2009). The SEA should select a time period that is sufficiently recent to ensure the
most accurate data. However, to complete the attrition rate study as quickly as possible,
it might want to ensure that at least 12 months have passed from the date the last child in
the study was determined eligible. For example, if the last child in a September 1, 2008
through August 31, 2009 12-month list was determined eligible on August 31, 2009, the
worker has until August 31, 2010, to leave his or her job before the SEA can determine
whether the worker was employed at the same worksite for longer than 12 months.
Thus, the overall timeframe for the attrition rate study would end on August 31, 2010.
(That is, the period of analysis for this sampling approach will be no longer than 24
months.)
2.
This approach selects workers whose children were identified as eligible for the MEP at
a specific date in time. Depending on the date that the SEA chooses, it might have to
wait as long as 12 months to complete its attrition rate study. To select workers using
this approach, the SEA should generate a list of all workers whose children were eligible
for the MEP at a specific date in time, for example, September 1, 2009. (Note: given a
This guidance does not address requirements for statistically valid samples. SEAs should consult their own statistical experts if they
choose to sample rather than interview the entire population.
1
Again, as used in these two approaches, the term “workers” should include only migratory agricultural workers and fishers whose
children (or the children themselves if they are the workers) were previously determined to be eligible based on the State’s prior
determination that the workers’ employment was temporary.
2
Section 8
REFERENCE MATERIALS
child’s 36-month period of eligibility, children with qualifying arrival dates as early as
September 2, 2006, will be included on this list.) When using this approach, the SEA
should select a specific date in time that is sufficiently recent to ensure the most accurate
data, but it should keep in mind that, depending on the date chosen, the SEA may have
to wait as many as 12 months for the results of its attrition rate study. For example, if
the SEA generates a list of children who were eligible on September 1, 2009, the sample
could include children whose qualifying arrival date was as recent as August 31, 2009,
and whose parent began his or her employment on that same date. In this situation, the
worker has until August 31, 2010, to leave his or her job before the SEA can determine
whether the worker was employed at the same worksite for longer than 12 months.
These are just two approaches an SEA can use to select its workers to test whether employment that
appears constant and available year-round can reasonably be considered temporary employment. The
approach an SEA uses will depend on the amount of time the SEA has to complete its attrition rate study
and what data the SEA has about such employment: e.g., the number of years the SEA has been collecting
needed data, and the specific data the SEA has been collecting.
I14.
Is an attrition rate study the only vehicle SEAs may use to determine and document the
temporary nature of work that appears to be constant and available year-round?
No. An attrition rate study is one way an SEA might determine and document that of those agricultural
and fishing workers whose children were previously determined to be eligible based on the SEA’s prior
determination of the temporary nature of such employment (or the children themselves if they are the
workers), virtually no workers remained employed by the same employer more than 12 months. Any
SEA that adopts an alternate process should ensure that its process adequately determines that ―virtually
no workers remained employed…more than 12 months‖ and should document its basis for reasonably
making this conclusion.
I15.
Should an SEA include in its attrition rate study workers whose temporary employment
determination was based on the worker’s statement or the employer’s statement?
No. As we noted in step 2 of I11 of this chapter, the SEA should not include in its attrition rate study
workers whose temporary employment determination was based on the worker’s statement or the
employer’s statement. The purpose of the study is to determine whether employment that appears to be
constant and year round is, in fact, temporary. In these cases, either the worker or the employer has
already determined that the employment will not last longer than 12 months.
I16.
Should an SEA include in its attrition rate study workers who sought, but did not obtain,
temporary employment in agricultural or fishing work?
No. In this situation, the worker never obtained the employment, therefore, the SEA cannot determine the
length of time the worker was employed.
However, if the SEA knows that a specific worker obtained qualifying work after his or her children were
recruited in to the MEP, the SEA should include the worker in the study and subsequently determine the
length of time he or she was employed.
I17.
What should an SEA do if, when conducting its attrition rate study, it cannot locate a
worker whom it previously determined was employed temporarily based on its own determination?
In situations where the SEA cannot locate a worker whom it previously determined was employed
temporarily based on the SEA’s determination, the SEA should contact the employer for information
Section 8
REFERENCE MATERIALS
about the worker’s length of employment. The SEA should only presume that the worker was not
employed more than 12 months if the SEA can document that (1) the worker is no longer employed by
the employer listed on the COE and (2) the worker was not employed by that employer for more than 12
months.
If the SEA is unable to verify a worker’s length of employment by asking the employer, then the SEA
may follow up with the children’s school district to see if the worker’s children are still enrolled and, if
so, to obtain the worker’s most up-to-date contact information. The SEA could also check its State
database or MSIX to determine if either of these resources has current information on the worker. If the
SEA obtains more current contact information, it should again try to speak with the worker to determine
that (1) the worker is no longer employed by the employer listed on the COE, and (2) the worker was not
employed by that employer for more than 12 months. The Department strongly recommends that the
SEA establish a process for recruiters to follow when verifying whether a worker is no longer employed
at a worksite.
If the SEA can document that (1) the worker is no longer employed by the employer listed on the COE
and (2) the worker was not employed by that employer for more than 12 months, it should include the
worker in both the X and Y variables described in question I12 of this section. If the SEA cannot
confidently document both of these criteria, then it should not include the worker in either variable.
I18.
When calculating attrition rates, how should an SEA take into account a migratory
agricultural or fishing worker who changed jobs but is still employed at the same worksite?
The fact that a worker changed jobs is irrelevant. A worker who changes jobs at a worksite should be
included, in an attrition rate study, in the same manner as all other workers—by considering whether he
or she remained employed at the worksite for 12 months or less.
I19.
What should an SEA do if it determines that employment at a particular worksite does not
meet the “virtually no workers remained employed…more than 12 months” threshold? Must the
SEA stop serving, and remove from its rolls, those children whom it recruited in good faith?
If the SEA determines that employment at a worksite does not meet this threshold, it must stop recruiting
the children of workers at these worksites on the basis of the SEA’s own documentation that the
employment at the worksite is temporary, because it has found otherwise. However, the SEA may
continue to qualify the children of workers at these worksites if the determination of temporary
employment is based on the worker’s or the employer’s statement that the work is to be temporary and the
worker will not remain employed longer than 12 months, the child would still be eligible for the MEP
(assuming all other eligibility criteria are met).
Children who were recruited by the SEA (1) on a reasonable basis (i.e., in good faith) that the
employment that appeared constant and year-round could be considered temporary (see H11 of this
chapter and the corresponding references), and (2) before the SEA completed its attrition rate study,
remain eligible for the duration of their 36-month eligibility period starting with their last qualifying
move.
I20.
Once the SEA has determined which worksites meet the “virtually no workers remained
employed by the same employer more than 12 months” threshold, can it find all children of
agricultural or fishing workers at those sites to be eligible for the MEP?
Yes, provided that the children meet all other MEP eligibility requirements. The purpose of determining
which worksites meet the ―virtually no workers remained employed…more than 12 months‖ threshold is
Section 8
REFERENCE MATERIALS
to permit anyone who works in agricultural or fishing work at these worksites to be considered employed
on a temporary basis, regardless of any employer or worker statement that the work is intended to be
permanent, and thus to permit their children to be considered migrant so long as all other MEP eligibility
criteria are met.
I21.
If an SEA has determined that employment at a particular worksite is not “temporary
employment” (based on the SEA’s documentation), but the worker indicates that he or she intended
to remain employed at that site less than 12 months, can the SEA qualify the child so long as all
other eligibility criteria are met?
Yes. As we noted in I19 of this chapter, an SEA may rely on a worker’s statement to determine that
employment is temporary even if the SEA’s documentation demonstrates that the constant and available
year-round employment is not ―temporary‖. In this case, it is the worker’s statement about his or her
intention that makes the employment temporary.
E.
Other Changes to MEP Eligibility
J1.
Does the migratory worker’s temporary or seasonal agricultural or fishing employment
have to be a “principal means of livelihood”?
No. The MEP regulations published on July 29, 2008, removed the prior requirement that one’s
agricultural or fishing work needs to be a principal means of livelihood.
J2.
Does the fact that a worker and child moved to relocate permanently affect the child’s
eligibility for the MEP?
No. The July 29, 2008 regulations define ―move‖ or ―moved‖ as it pertains to the MEP as a change from
one residence to another residence that occurs due to economic necessity. Under this definition, the fact
that a worker moved to permanently relocate does not matter so long as (1) another purpose of the
worker’s move was to obtain either qualifying work or any employment (not to include a move
specifically for non-qualifying work), (2) the worker obtained qualifying work soon after the move, and
(3) all other conditions of a qualifying move were met.
J3.
Must the SEA consider whether an “initial commercial sale” has occurred in order to
determine if the agricultural or fishing work can be considered qualifying?
No. The new regulations also removed the phrase ―initial commercial sale‖ from the definition of
agricultural work and fishing work. SEAs are no longer required to determine whether an ―initial
commercial sale‖ has occurred in order to determine if the work can be considered agricultural work or
fishing work for purposes of the MEP.
F.
Documenting Eligibility
K1.
What responsibility does an SEA have to document eligibility determinations?
An SEA must document eligibility determinations in order to comply with § 76.731 of EDGAR, which
provides that ―[a] State and a subgrantee shall keep records to show its compliance with program
requirements.‖ As the MEP statute and regulations provide that only eligible migrant children (i.e., those
who meet the definitions contained in section 1309(2) of the MEP statute and § 200.81 of the MEP
regulations) may be counted for and served by the MEP, each SEA must maintain documentation to
confirm the eligibility of each child whom the SEA considers to be eligible for the program. In this
Section 8
REFERENCE MATERIALS
regard, § 200.89(c) of the regulations requires an SEA and its local operating agencies to use the
Certificate of Eligibility (COE) form established by the Secretary to document the State’s determination
of the eligibility of migratory children. (For more information about ID&R quality control requirements,
see Chapter III titled Identification, Recruitment, and Quality Control.)
K2.
What does the COE established by the Secretary require?
The COE established by the Secretary (the ―national COE‖) consists of required data elements and
required data sections necessary for documenting a child’s eligibility for the MEP. A third part, for Staterequested or required information, is optional. Each State’s COE may look different, but every State’s
COE must include all of the required data elements and the required data sections contained in the
national COE.
K3.
What are the required data elements of the national COE?
The required data elements of the national COE are organized as Family Data and Child Data. The
Family Data are as follows: Male Parent/Guardian Last Name, Male Parent/Guardian First Name, Female
Parent/Guardian Last Name, Female Parent/Guardian First Name, Current Address, City, State, Zip Code,
and Telephone. The Child Data are as follows: Last Name 1, Last Name 2, Suffix, First Name, Middle
Name, Sex, Birth Date, Multiple Birth Flag (or MB), Birth Date Verification Code (or Code), and
Residency Date.
K4.
What are the required data sections for the national COE?
The required data sections mandated by the national COE are as follows: Qualifying Move & Work
Section, Comment Section, Parent/Guardian/Worker/Spouse Signature Section, and Eligibility
Certification Section. The content of these sections must remain unaltered, with limited exceptions.
Certain formatting changes are allowable.
K5.
May an SEA include its own State-requested or State-required information on the national
COE?
Yes. As mentioned in K2 of this chapter, an SEA may include State-requested or State-required
information on the national COE, within certain parameters. An SEA may only include its own
information to the extent space is available on the single page in which the required data elements and the
required data sections are included. However, an SEA may include its own information on additional
pages that are to be attached to the single eligibility page. And, in general, an SEA may not collect any
State-required or State-requested information inside any of the required data sections on the national
COE. The Department has made limited exceptions to this last standard. For more information about
exceptions for State-requested or State-required information, please see the national COE instructions at
http://www2.ed.gov/programs/mep/legislation.html.
K6.
Where can an SEA find more information about the national COE requirements?
Detailed information about the national COE, including how to complete a COE and specifics about how
a State may design its COE to be in compliance with the July 2008 regulatory requirements, is available
on the Department’s website at http://www2.ed.gov/programs/mep/legislation.html or by calling the
Department’s Office of Migrant Education at (202) 260-1164.
Section 8
K7.
REFERENCE MATERIALS
Must each SEA maintain a COE on all children eligible for the MEP?
Yes. Every child who the SEA determines is eligible for the MEP must have the basis for his or her
eligibility recorded on the national COE. Children within the same family may be recorded on one COE
so long as all of the children have the same eligibility information.
K8.
When should a recruiter complete a new COE?
In order to ensure that children remain eligible to be counted and served by the MEP as long as is
appropriate, recruiters should complete a new COE every time a child makes a new qualifying move.
K9.
Must the parent or guardian sign the national COE?
Except for a few limited exceptions, yes. (See the instructions for completing the national COE at
http://www2.ed.gov/programs/mep/legislation.html for more information about these exceptions.) By
signing the national COE, the parent or guardian confirms that the information he or she provided is
accurate and identifies who provided the information so that the SEA can verify information contained on
the COE at a later date, if necessary.
K10.
Must the recruiter sign the national COE?
Yes. The recruiter's signature on the national COE certifies that: (1) the children are eligible for the MEP,
and (2) the information upon which the recruiter based the eligibility determination is correct to the best
of his or her knowledge. Moreover, under § 200.89(c) and (d), the Department requires this signature on
the national COE as an element of a reasonable system of quality control.
K11.
Must someone else review the information on the national COE?
Yes. As part of a sound system of quality control, § 200.89(d)(4) of the MEP regulations (as revised on
July 29, 2008) requires that the system of quality control that an SEA establishes must include ―[a]n
examination by qualified individuals at the SEA or local operating agency level of each COE to verify
that the written documentation is sufficient and that, based on the recorded data, the child is eligible for
MEP services.‖ Therefore, the SEA may designate someone at the State, regional, or local level to
assume this responsibility. This person must sign and date the national COE to indicate that this level of
review has occurred. (For more information about ID&R quality control requirements, see 34 CFR
200.89.)
II.
K12. May an SEA base its determination of a child’s eligibility on a qualifying move that
occurred in another State within the past 36 months?
Yes. It is possible that a child and his or her family will make a qualifying move, for example, to State A
and then make a subsequent non-qualifying move to State B. So long as State B identifies the child
within 36 months of the qualifying move, it may enroll the child in the MEP on the basis of the qualifying
move to State A for the remainder of the 36 months. In doing so, State B makes its own independent
determination that the child is eligible based on the earlier qualifying move as well as completes its own
State’s COE. SEAs are encouraged to coordinate with the State in which the qualifying move occurred
to confirm the qualifying information.
Section 8
III.
REFERENCE MATERIALS
K13. May a recruiter accept automatically another State’s COE as evidence of a child’s
eligibility for the MEP?
No. Each State is responsible for making its own eligibility determination for the children it enrolls in the
MEP. However, the Department encourages States to share information and to utilize each other’s
information to assist in making eligibility determinations.

Certificates of Eligibility - Migrant Student Data, Recruitment and

Transcription

Similar documents

January 2016 Dreams Come True at Participant

ScanGate document

A Boutique Talent Agency exclusively focused on the Luxury and

here - Remember the Triangle Fire Coalition

October 2015 - WGR Southwest, Inc.

T-Mobile

Fall 2011 - Carpenters` District Council of Ontario

Negotiating `Professional Agency`

VISTA – A Ticketmaster Product

504 Direct Guidelines and Procedures