The value of family literacy within a correctional facility is evident, but perhaps less clear is how such services are provided. As referred to earlier, the NYS Instructional Delivery System Model (IDSM) is comprised of three com-ponents: academic, transition, and a continuum of support services. How does family literacy fit into this model?

The ensuing section describes a comprehensive family literacy program in terms of the IDSM. It is important to note that this description serves as a model in the truest sense of the word: a standard of excellence to be replicated. Of course, the ability of each facility to provide services depends on a variety of circumstances, such as participant needs, facility size, staffing patterns, space, staff needs, resources, and cooperation and support from correctional and institutional administrators. It remains true, however, that every facility has something upon which to build a family literacy program that will meet the needs of its inmates.

In preparing for transition back into the community, the focus for many incarcerated individuals is often employment. A comprehensive family literacy program suggests that transition back into a family setting is equally important. Since balancing work and family is an issue for all families, the family and work connection tran-scends transitioning individuals. However, for this population in particular, there are several transition issues to also consider. By helping incarcerated individuals plan for the reality of a new way of life in terms of em-ployment and family life, transition may become less stressful. Family members and peers can often trigger old behavior patterns. Therefore, developing a strong support network within the family is important. Toward that end, the items noted below are added to the IDSM.

“It keeps the incarcerated parent a part of his or her family, builds communication and, hopefully, a stronger relationship for all.”
Caretaker