Competence and Confidence Partners in Policymaking: Family Leadership for Inclusive Education in Non-Traditional Settings
Resources from C2P2 Family Leadership
- Upcoming webinars plus C2P2 Family Leadership program description
- C2P2 Family Leadership Facebook page. A closed (nonpublic) group where you are able to meet and interact with other family members. Visit the page and request to join the group.
- C2P2 Family Leadership Email List - Join to receive webinar alert and more
- Archived webinars from C2P2 Family Leadership
Resources from Pennsylvania Education for All Coalition (PEAC)
Training Series Offered by the PEAL Center
From Vision to Action: Moving Toward Inclusive Practices for All Children [link no longer available], with Cheryl M. Jorgensen, Ph.D.
"An advocacy and leadership series about inclusion for parents whose children with disabilities attend non-traditional schools and for the professionals who work with them."
Resources Provided by Camille Catlett/Natural Resources
To subscribe to Camille Catlett's "Natural Resources" listserv, send an email with no message to
With questions or comments about Natural Resources, contact Camille Catlett at firstname.lastname@example.org.
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- Harvard Family Research Project - How are college/university faculty and professional development trainers helping future and current educators learn and practice family engagement techniques through hands-on activities, simulations, e-courses, and case-based discussions? Read the FINE newsletter to learn more.
- "What Works" Practice Guide: Teaching Math to Young Children, by the Institute of Education Sciences' What Works Clearinghouse. The guide is geared toward teachers, administrators, and other educators who want to build a strong foundation for later math learning.
Download the practice guide (PDF)
- "Math in the Early Years" - by Doug Clements and Julie Sarama, released by The Education Commission of the States in "The Progress of Education Reform," October 2013, finds that early knowledge of math predicts not only later success in math, but also later achievement in reading even better than early reading skills do. The paper discusses the findings and provides recommendations for state policy to support the development of early math competencies and young children.
Download the paper (PDF)
Contact Cathy Roccia-Meier for more information
Funded by Pennsylvania Developmental Disabilities Council