- Identify preferred qualifications for staff members (e.g.,
life skills educator, social worker, certified alcoholism credential, Action
for Personal Choice trainer, trained in civilian orientation, certified adult
educator, a person with experience working with families, etc.).
- Send staff to regional and state conferences.
- Review this document, particularly the section on staff
- Participate in Staff Development Consortia offerings (see
- Identify community resources valuable to transitioning
individuals and their families (such as local schools and community colleges,
medical/health facilities, libraries, family literacy programs in the
- Meet with representatives to confirm linkage.
- Develop referral system.
Devise classroom learning experiences.
- Review model learning experiences.
- Review NY State learning standards.
- Ensure learning experiences are parent/child-centered
(meeting the needs of the family).
- Incorporate a variety of instructional strategies and
- Encourage creativity and flexibility.
- Order multicultural materials appropriate to the
Conduct follow up and post program assessment.
- Follow up with facility and program staff through meetings
and other sharing opportunities.
- Develop a participant evaluation to assess participant
satisfaction (journal, portfolio, checklist, suggestions, etc.).
- Assess literacy gains (see Assessment).
- Consider longitudinal studies (impact on kindergarten
readiness, academic gain, family stability, recidivism, etc.).