Perhaps the greatest opportunity for addressing the learning standards lies with the diversity of incarcerated adults and their families. As cited in learning standard two of Languages other than English:

Students will develop cross-cultural skills
and understanding.

Asking learners from different cultures and their families to share their traditions, stories, songs, and unique-ness can be part of a series of activities that facilitate cross-cultural understanding. Diversity is reflected at the same time that the valuing of diversity is communicated. This example maximizes the impact of common classroom management practices. Other opportunities for addressing the learning standards abound.

Peer Review
As with other education programming, learning experiences are a vehicle for incorporating the learning standards into an incarcerated setting’s family literacy program. In New York State, the best of learning experiences are shared through a formal process called peer review. Peer review provides an opportunity to enhance the applicability and ensure the quality of learning experiences.

Initially, peer review occurs at the regional level through the adult education staff development consortia (SDC). Upon approval at the regional level, learning experiences undergo a statewide peer review. All adult educators, including family literacy practitioners, are encouraged to share their best practices with others by submitting and presenting learning experiences to peer review groups. More information can be obtained from the appropriate SDC listed in Appendix C.