Train staff.

• 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 development.
• Participate in Staff Development Consortia offerings (see Appendix C).

Forge linkages.

• 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 community, etc.).
• 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 learning styles.
• Encourage creativity and flexibility.
• Order multicultural materials appropriate to the population.

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.).