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The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More News & Blog FEATURED POST Special Education Meaningful Supports for Students with ASD LATEST POSTS Special Education Meaningful Supports for Students with ASD SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education Literacy There’s a Science to Reading. Here's What Parents Need to Know Literacy Raising Readers: How New Research Can Help At Home EXPLORE ALL POSTS Special Education Meaningful Supports for Students with ASD NJTSS How NJ Schools Support Students: What Parents Need to Know About the NJTSS SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities Literacy There’s a Science to Reading. Here's What Parents Need to Know SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education Literacy Raising Readers: How New Research Can Help At Home The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative offers a free, statewide portal with plain-language tools, training, and partnerships that help families and schools collaborate on IEPs, inclusion, literacy, and NJTSS. The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The BRIDGE Initiative Helping Families and Schools Work Together ABOUT THE BRIDGE INITIATIVE Engagement of Parents of Students with Disabilities The Building Resources for Inclusive Development and Growth in Education (BRIDGE) Initiative is a new partnership between Rutgers University and the NJ Department of Education Office of Special Education. It promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals. The BRIDGE Initiative's work is centered around: SEPAG Development, Improvement, and Sustainability Family and School Literacy Partnerships NJTSS Understanding and Home Support There are many resources about special education and family engagement, but it can be hard to know what you need, what to trust, and how to use it. BRIDGE brings the best materials together in one place. Our team curates, creates, and organizes high-quality resources so you can easily find what works and get support in putting it to practice. UPCOMING EVENTS Join us for upcoming webinars, workshops, and learning opportunities. BRIDGE events bring together families, educators, and district leaders to share strategies, build connections, and strengthen support for students across New Jersey. See All Events Jun 2, 2026 Supporting SEPAGs: Practical Guidance for District Leaders OUR MAJOR FOCUS AREAS SEPAG Development, Growth, and Sustainability Special Education Parent Advisory Groups (SEPAGs) give families a direct way to learn, connect, and collaborate around the programs, policies, and services that affect students with disabilities. The BRIDGE Initiative provides support to both district and parent group leaders and makes free resources available online. QUICK ACCESS Join Our Mailing List Follow us on X Book a SEPAG Office Hour See Upcoming Events Access Free Resources FEATURED RESOURCES Explore guides, toolkits, and strategies designed to support families and educators. Our resources provide practical information on special education, SEPAGs, literacy, NJTSS, and family engagement that you can use right away. Resource Library One-Pager What is a SEPAG? Guide SEPAG Development Parent Starter Kit Webinar SEPAG Leaders: Connect, Share, & Grow! FROM THE BLOG Special Education Meaningful Supports for Students with ASD SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education NJTSS How NJ Schools Support Students: What Parents Need to Know About the NJTSS FEATURED OPPORTUNITIES For SEPAGs : Direct Support & Training The BRIDGE Initiative provides assistance to parent and district-affiliated SEPAG leaders including leadership training, meeting planning and facilitation, resource development, and strategies for growing membership. We also work to cultivate and support parent leadership opportunities within groups. The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Meaningful Supports for Students with ASD Anna Lasek, Communications Assistant This piece reflects on World Autism Awareness Day with educators in mind, reminding us that awareness is just the starting point. It shares practical, inclusive ways to support autistic students, like offering flexibility, creating supportive classroom environments, and listening to student voices, while helping all learners feel a sense of belonging. Return to Blog April 2nd is World Autism Awareness Day World Autism Awareness Day is recognized to reflect on the experiences of autistic individuals, their families, and their communities. For educators, awareness is only the start. Knowing that some students learn and experience the world differently is important, but it must be paired with practices that actively support inclusion and belonging. As the conversation has evolved, so too has the question: what does meaningful support look like for students? As educators, this can look like: Designing lessons that offer multiple ways for students to engage with the material and demonstrate understanding Creating classroom environments that are structured, predictable, and flexible Encouraging peer collaboration and community-building Recognizing and valuing diverse student strengths, interests, and perspectives Collaborating with the child study team to provide supports and resources that promote equity in the classroom Meaningful support also involves listening-to students themselves and inviting them into conversations about their education. At CESP, our work with educators and schools is grounded in the knowledge that inclusive practices benefit all learners. Approaches that prioritize clarity, flexibility, and student voice do not just support specific individuals or groups - they strengthen learning environments. World Autism Awareness Day is an opportunity to reflect, but it is also a reminder that inclusion is an ongoing practice. Moving beyond awareness means continuing to ask how systems, classrooms, and communities can better support all students-not just on April 2, but every day. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

PROJECTS Rutgers CESP / Research / Projects / Projects at the Center In addition to our work providing services to teams, school districts, and other organizations, Rutgers CESP also leads or partners on a number of projects spanning multiple domains. Thanks to the center's highly skilled team and decades of experience, Rutgers CESP frequently secures funding from local, state, and federal government agencies as well as private corporations and foundations. Since 2010, Rutgers CESP has secured over $22 million of funding through competitive awards and contracts, developing an expansive portfolio of research grants, program evaluations, and other initiatives to support practitioners and other professionals within and beyond education. Explore a selection of the center's projects below. We are an agile team, well positioned to identify and respond to intersectional problems of practice in many contexts, from education and educational policy to workforce development, public health, training programs, and beyond. If you are searching for an experienced and thoughtful partner for your next grant, or looking to bring a project to fruition, let's connect . Educational Research, Practice, & Policy The BRIDGE Initiative, Engagement of Parents of Students with Disabilities 2025 - 2028 N.J. Department of Education, OSE In partnership with the NJ Department of Education, The BRIDGE Initiative works to improve the engagement of parents and caregivers of students with disabilities by providing curated, actionable resources and technical assistance to educators and families. Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS 2021 - 2026 U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. The Computer Science Teaching and Learning Collaboratory (CS-TLC) 2018 - 2022 National Science Foundation A researcher-practitioner partnership between NJ and PA school districts and Rutgers, CS-TLC aims to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum 2018 - 2022 National Science Foundation iStronG involved development and implementation of the curriculum as well as training for college access professionals (program staff from four Upward Bound programs) who would be teaching and working with students. Leadership & iSTEAM for Females in Elementary School (LiFE) 2018 - 2021 National Science Foundation CESP served as external evaluator for LiFE by gathering data to inform the project team about needs and effective practices to share successes and improve project effectiveness. Diverse Teachers for Diverse Schools 2018 - 2020 New Jersey Department of Education Influenced by research demonstrating gains in learning for minority students taught by teachers from similar backgrounds, this collaboration with a consortia of charter schools addressed teacher recruitment, mentoring, and induction strategies. Regional Education Laboratory Mid-Atlantic (RELMA) 2012 - 2017 Institute of Education Sciences Dr. Blitz served as the Research Alliance (RA) Task Lead, fostering partnerships with regional stakeholders. Training & Development Biomedical Excellence Achieved through Coaching Networks (BEACON) 2023 - 2028 National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Rutgers Computer Science Education Professional Learning Hub 2021 - 2022 New Jersey Department of Education The center collaborated with the university’s computer science department to establish, maintain, and expand a central New Jersey-based hub offering access to differentiated and sustained computer science education professional learning opportunities. New Jersey Early Learning Training Academy (NJ-ELTA) 2014 - 2016 New Jersey Department of Education This professional development initiative aimed to create and deliver research-based training and technical assistance to early childhood educators and key stakeholders throughout the state. Formative Assessment 2013 - 2015 New Jersey Department of Education A two-year Formative Assessment program was designed to support the increasing need to improve New Jersey educators’ data literacy related to assessment-driven English Language Arts (ELA) instruction. Common Core Academy 2013 - 2013 New Jersey Department of Education The center developed, coordinated, and implemented a week-long professional learning event that provided training to more than 230 New Jersey teachers and administrators on the practical application of the Common Core State Standards. Health & Public Policy Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation 2022 - 2025 N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) 2019 - 2031 National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking 2019 - 2022 William T. Grant Foundation The project’s primary goal was to collaborate with the National Alliance on Mental Illness – New Jersey, an established patient advocacy organization, to produce and disseminate research relevant to implementing universal screening for adolescent depression in public schools. Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers 2017 - 2018 Patient-Centered Outcomes Research Institute (PCORI) This project was intended to better understand the experiences of patients suffering from end-stage renal disease, their caregivers, and their healthcare providers in acquiring, receiving, and communicating information about treatment options and decision-making.

Back to Research Assessing Implementation Readiness of Key Stakeholders for Universal School-based Depression Screening Cynthia L. Blitz, David J. Amiel, & Itzhak Yanovitzky This poster presented findings from a comprehensive mixed-methods research project designed to assess the readiness of key stakeholders for implementing universal annual depression screening in public schools statewide. Research activities included key-informant interviews with 15 middle and high school administrators and health professionals, an online survey of 70 school psychologists and social workers, a state survey of 678 parents, and content analysis of 99 state legislative hearings, reports, and testimonials, 213 local news stories, and 27 official statements from prominent mental health advocacy organizations and professional associations. Across stakeholders, support for universal screening was substantial yet qualified. About two-thirds of parents indicated they would likely consent, and 87% of school psychologists and social workers viewed evidence-based screening as desirable. Still, fewer than 5% reported existing screening procedures, one-in-four parents believed schools should not be involved in screening, and Non-White parents expressed greater concern about misinterpretation, privacy, and stigma. Across groups, respondents converged on the need for explicit procedural guidance, clarity on school responsibilities following positive screens, dedicated staff and funding, and a phased approach to statewide rollout. The findings demonstrate the value of engaging stakeholders proactively to anticipate implementation barriers and inform policy decisions about resource allocation, phasing, and monitoring. April 2026 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine Chicago, Illinois, USA This presentation shared findings from a mixed-methods readiness assessment of parents, school mental health professionals, and advocacy organizations to inform universal adolescent depression screening in schools. Citation Blitz, C. L., Amiel, D. J., & Yanovitzky, I. (2026, April 24). Assessing implementation readiness of key stakeholders for universal school-based depression screening [Poster presentation]. 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine. https://sbm.secure-platform.com/site/solicitations/102003/sessiongallery/94354 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

RESEARCH Rutgers CESP / Research / Publications / Research at the Center The Rutgers Center for Effective School Practices has decades of experience conducting rigorous research as well as research-informed programming and evaluation initiatives across educational contexts. Our research collaborators and client partners include school districts, schools and institutions, professional development providers, educational content and curricula creators, university consortia, health educators, industry- and discipline-specific associations, workforce development entities, and learning-related practitioners. Drawing on expertise in study design, mixed methods research, and data analytics, the center regularly leads and collaborates on multidimensional projects that address diverse professional needs. Our research services target problems of practice – as well as opportunities – related to program management, assessment, and organizational effectiveness, among other areas. We are in constant pursuit of greater understanding about research and evaluation best practices, and we critically assess our own work so as to continuously optimize our research value and to support the field of research overall. Explore our research publications and presentations in the sections below. Contact us to discuss research topics or collaboration opportunities. Featured Research This presentation shared findings from a mixed-methods readiness assessment of parents, school mental health professionals, and advocacy organizations to inform universal adolescent depression screening in schools. Multi-Stakeholder Readiness for School-Based Depression Screening 2026 Society of Behavioral Medicine Annual Meeting This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Six-Year Study of High School Computer Science Participation Rutgers CESP Research Brief Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Lit Review Explores Online Professional Learning Communities Published by the Institute of Education Sciences Research Archive Year Title Authors Description 2026 Assessing Implementation Readiness of Key Stakeholders for Universal School-based Depression Screening Cynthia L. Blitz, David J. Amiel, & Itzhak Yanovitzky This presentation shared findings from a mixed-methods readiness assessment of parents, school mental health professionals, and advocacy organizations to inform universal adolescent depression screening in schools. 2026 Parental Beliefs and Support for Implementation of School-Based Adolescent Depression Screening Itzhak Yanovitzky & Cynthia L. Blitz This poster shared findings from a national survey of 1,207 U.S. parents on their beliefs about and consent to school-based adolescent depression screening. 2026 Designing for Translation: Leadership Learning that Leads to Action Cynthia L. Blitz & David J. Amiel Collaborative professional learning inspires, but too often stays in the notebook. This report explores a practical framework for designing leadership learning that translates into sustained action. 2025 Readiness Assessment as a D&I Strategy: Informing Universal Depression Screening Implementation in Schools Cynthia L. Blitz, David J. Amiel, & Itzhak Yanovitzky This presentation shared results of a pre-implementation readiness assessment for universal depression screening in schools and its function within dissemination and implementation research. 2025 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. 2025 Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen This presentation provides educators with a systematic framework for evaluating computer science curricula, addressing resource overload through practical guidance on content relevance, feasibility, and contextual fit. 2025 The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman A 12-day middle school project where students design, build, and showcase arcade games using Scratch, culminating in a class game fair; promotes relevant, sustained, and engaging CS learning. 2025 An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. Page 1 of 1

RESOURCES Rutgers CESP / Research / Resources / Our center’s commitment to building the capacity of education stakeholders to develop and deliver high-quality, evidence-based instruction and learning opportunities is a point of pride. To support and shape best practices within and beyond educational contexts, the Center for Effective School Practices creates professional resources that aim to bolster practitioners’ abilities to improve learning among individuals, teams, groups, and entire institutions. Now Available: Computer Science Instructional Resources Through an Education, Innovation, and Research (EIR) award from the United States Department of Education, the Extending the Computer Science Pipeline project engaged middle school educators teaching computer science and related courses. Participating educators received hands-on technical assistance and professional learning as they developed high-quality instructional resources to engage all learners in rigorous and relevant computer science instruction. Lesson packages, practice guides, professional learning and other project resources are all available for free! Access CS Resources Full Collection Many of the resources listed here were developed in alignment with the center’s recent focus on scalable mechanisms for improving computer science education across the K-12 continuum. You also will find resources for recruiting schools to participate in research. Explore these sets of practitioner-facing resources, such as lesson packages, curricula development guides, professional development content, and other ready-to-use materials. We will continue to post new resources on this webpage, so check back often and follow our center on social media for updates. Year Resource Description Tags 2025 Common Online Math Platforms at a Glance: Reference Sheets Consise and printable one-pagers summarizing five widely used online math learning platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. mathematics; educator resources; ALEKS; Beast Academy; DreamBox; IXL; Khan Academy 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. computer science education; entrepreneurship; curriculum resource; interdisciplinary learning 2024 School Recruitment Resource Packet This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. research; schools and districts; outreach and engagement 2024 Middle School Introductory Computer Science Curriculum Crosswalk This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. computer science; course and curriculum planning; online tool 2024 Computing Concepts: A Four-Part Professional Development Video Series for Middle School Educators At-your-own-pace video modules in this four-part professional development series include: Impacts of Computing, Networks, The Internet, and Protocols. computer science; professional learning; videos Page 1 of 1

The Rutgers University Center for Effective School Practices is a research and evaluation center within the Graduate School of Education dedicated to excellence and integrity in research and evaluation across educational contexts for over 25 years. Excellence & Integrity in Research & Evaluation For over two decades, Rutgers CESP has connected a broad range of stakeholders to research evidence and best practices through authentic collaboration, high quality technical assistance, and real opportunities for growth and development. View Our Services See Our Work Read Our Research Get in Touch The Center for Effective School Practices Rutgers CESP is a research and evaluation center within the Graduate School of Education dedicated to facilitating the translation of research into best practices and building the capacity of the educational community through collaborative structures that capitalize on short-cycle improvement and ongoing evaluation. With over 25 years of expertise, Rutgers CESP has a record of excellence and integrity in research and evaluation across educational contexts. Research Drawing on expertise in study design, mixed methods research, and data analytics, Rutgers CESP regularly leads and collaborates on projects to output high-quality research. Evaluation With expertise in the application of many evaluation frameworks, Rutgers CESP partners with organizations to understand outcomes, drivers of success, and areas for growth. Education For over 25 years, Rutgers CESP has reached across educational contexts to facilitate collaboration, create learning opportunities, conduct educational audits, enrich practice, and more. Development Through strategic planning, needs assessments, project management, and more, Rutgers CESP is a strong partner in planning, implementation, scaling, and dissemination. Meaningful Projects Rutgers CESP's work cuts across levels and domains. From K-12 and higher education, workforce development, training programs, and beyond, our work has included computer science, public health, biomedical training, translational research, and more. Our center has a proven history of applying a deep understanding of best practices in research in education across contexts. As an agile team, we stand ready to respond to the evolving needs of our communities, our partners, and our society. See All Projects Biomedical Excellence Achieved through Coaching Networks (BEACON) National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. The BRIDGE Initiative, Engagement of Parents of Students with Disabilities N.J. Department of Education, OSE In partnership with the NJ Department of Education, The BRIDGE Initiative works to improve the engagement of parents and caregivers of students with disabilities by providing curated, actionable resources and technical assistance to educators and families. The Latest News Project Update Project BEACON Update The Biomedical Excellence Achieved through Coaching Networks (BEACON) is moving into its second year, and the research team has been busy building momentum across Rutgers. While results from the study are still ahead, the project is well underway and continuing to expand as researchers explore how professional coaching might support biomedical PhD students. Read More Now Available! A New Way to Look at Online Math Platforms: Our Reference Sheets! The new "Math Platforms at a Glance" Reference Sheets give teachers a clear look at major digital math platforms like Khan Academy, IXL, and DreamBox. This free resource offers practical comparisons, classroom insights, and tips to find the best fit for every teaching style and purpose. Read More Research Unpacking Six Years of High School Computer Science Participation New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. Read More See All News Informed Services Rutgers CESP is your trusted partner for work that matters . The dynamic, cross-cutting nature of Rutgers CESP's work makes our center an excellent partner in many scenarios. At the heart of all our services lies authentic collaboration, ensuring there is meaning and purpose to our work, and fostering and maintaining open and honest channels of communication. If you are interested in partnering with us on your next project, big or small, or are looking for more information on any of our services, please reach out ! We look forward to learning more and moving forward, together. Our research and evaluation work generates new knowledge through rigorous investigations and enables informed decision-making. We also welcome partners for research projects/grants. Grant Services Program Evaluation Research Project Partnerships Research & Evaluation Design Research & Evaluation Partner with experts to uncover knowledge and insight through high-impact studies. Learn More Our development services empower educators, leaders, and professionals through targeted, flexible learning opportunities. Professional Development Leadership Development Educator Learning PLC/Collaboration Facilitation Data-Use Capacity Evidence-based Decision Making Development & Training Build capacity through customized training and professional growth. Learn More With educational audits, we offer a wide array of services to understand educational access, participation, and outcomes. Multi-Tiered Systems of Support (MTSS) Response to Intervention (RTI) Program Audits Scheduling Graduation Rates & Pathways Curriculum Audits Educational Audits Understand the efficacy of educational programs and their impacts on learners. Learn More We deliver robust data analysis and interpretation, grounded in rigorous methodology and effective communication. Case Studies Data Analysis Statistical Methods & Design Interpretation & Action Data & Analytics Transform data into clear, actionable insights with purposeful and rigorous methods. Learn More We collaborate with clients to plan, implement, sustain, and scale high-impact work through tailored support and guidance. Needs Assessments Strategic Planning Grant Planning Program Conceptualization Policy Implementation Support Communication & Dissemination Strategy Planning & Implementation Understand the efficacy of educational programs and their impacts on learners. Learn More If your project doesn’t fit within our listed services, we’re still here to help. Reach out to discuss how we can support your goals. Custom Solutions Collaborate with us for solutions tailored to your unique needs. One size does not fit all. Contact Us

Back to Research Parental Beliefs and Support for Implementation of School-Based Adolescent Depression Screening Itzhak Yanovitzky & Cynthia L. Blitz This poster presented findings from a national survey of 1,207 U.S. parents of adolescents ages 12-18 designed to examine parental beliefs about and willingness to consent to school-based depression screening. The survey assessed parental concern about adolescent depression, perceived self-efficacy to identify symptoms and seek help, beliefs regarding the applicability and desirability of school-based screening, specific concerns about screening procedures and follow-up, and likelihood of providing active consent. Most parents recognized the value of screening, with three-quarters or more agreeing that early detection can help prevent adult mental health problems, substance abuse, and academic decline. Two-thirds intended to consent, 20% did not, and 13% were unsure. A multinomial regression analysis revealed that parents' likelihood of not consenting rose with stronger beliefs about undesirable effects and concerns regarding screening procedures. The findings suggest that effective parent education should address existing concerns while reinforcing the benefits of screening, with targeted outreach to parents from underrepresented groups emphasizing how to act on positive results and where to access community follow-up services. April 2026 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine Chicago, Illinois, USA This poster shared findings from a national survey of 1,207 U.S. parents on their beliefs about and consent to school-based adolescent depression screening. Citation Yanovitzky, I., & Blitz, C. L. (2026, April 23). Parental beliefs and support for implementation of school-based adolescent depression screening [Poster presentation]. 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine. https://sbm.secure-platform.com/site/solicitations/102003/sessiongallery/94352 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Exploring Job-Embedded Professional Learning in Rural Schools Nicole Martin, Earl Legleiter, Cynthia Blitz, Rachel Smith, & Michelle Kendrick In a white paper titled “Exploring Job-Embedded Professional Learning in Rural Schools,” published through the 100Kin10 Grand Challenges initiative, the authors examined successes and challenges in implementing professional development programs for educators in rural settings and identified strategies for sustaining partnerships with school districts. Discussion of the National Survey of Science and Mathematics Education and its findings and potential implications is the focus of the white paper. Topics include: Decision making about professional learning. The job-embedded nature of professional learning. Quality of professional learning. School culture surrounding professional learning. Most impactful forms of professional learning, including specific curricula. Challenges to implementing professional learning and supports to overcome them. March 2021 100Kin10 Grand Challenges | White Paper The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Citation Martin, N. D., Legleiter, E., Blitz, C. L., Smith, R., & Kendrick, M. (2021). Exploring Job-Embedded Professional Learning in Rural Schools (Grand Challenges). 100k in 10. https://grandchallenges.100kin10.org/progress/job-embedded-professional-development-programs-for-rural-schools View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link