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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 OUR MAJOR FOCUS AREAS SEPAG Development, Growth, and Sustainability Special Education Parent Advisory Groups (SEPAGs) facilitate the exchange of information, ideas, and input between families and school districts on matters affecting students with disabilities. The BRIDGE Initiative supports both district and parent 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? Toolkit SEPAG Parent Leader Starter Kit Webinar Supporting SEPAGs: Practical Guidance for District Leaders FROM THE BLOG Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Literacy Making Reading Time Count: How to Choose the Right Book 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 BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Anna Lasek, Communications Assistant Meet Leslie Ponzo, a parent leader, advocate, and member of The BRIDGE Initiative’s Working Group, where she collaborates on developing resources that strengthen partnerships between families and schools. Drawing from her own experiences navigating special education, Leslie empowers families, supports local SEPAGs, and champions collaboration that helps create more positive outcomes for students. Return to Blog Leslie Ponzo: BRIDGE Working Group Member & SEPAG Leader We're shining the spotlight on Leslie Ponzo, a dedicated parent leader and advocate whose passion for supporting families has become a driving force behind her tremendous contributions to The Rutgers Bridge Initiative. Leslie's journey into advocacy began when she advocated for resources and tools for her youngest daughter's IEP. Through this experience, she recognized the evident gap that exists in developing truly transparent and open relationships between parents and school districts. As she worked to ask the right questions, understand what supports were available, and identify what was needed to ensure her daughter's success, Leslie came to recognize the importance of building strong relationships with teachers and school districts. These partnerships, she believes, are essential to better understanding the systems in place and ensuring families receive the support they need. Her years of advocacy have reinforced the power of teachers and collaboration in providing resources for families facing similar situations. Leslie is passionate about helping parents and administrators better understand how to work within the system while building positive relationships that ultimately benefit students. Although the work itself can be challenging, balancing work, familial responsibilities, and volunteering, Leslie's passion for advocating for parents, students, and families fuels her drive to continue making an impact not only for her daughter, but also for community members who share similar experiences. By developing road maps, action plans, templates, and resources, Leslie hopes to help other SEPAG parent leaders develop the relationships and avenues of support necessary to ensure that students, families, teachers, and administrators develop cohesive relationships and truly collaborate. Leslie's work with BRIDGE first began as a webinar presenter. Shortly afterward, she connected with Rutgers CESP after being encouraged to share her ideas and resources, eventually leading to her current partnership with the Bridge Initiative at CESP. Today, Leslie serves as co-lead of her SEPAG alongside fellow parent leader Dori Newton and a team of other parent advocates including Klarissa Bruno-Martin and Silvanna Greaux. Together, they continue to create opportunities for families to access resources, build connections, and strengthen collaboration between parents and their school district. Leslie's work within her SEPAG begins with her core team, where collaboration and shared experiences help guide initiatives that support families throughout their advocacy journeys. Being a parent SEPAG leader has been an eye-opening experience for Leslie. Through her work, she has gained valuable insight into the impact that informed, engaged families can have when working alongside educators and school leaders. She continues to use her own experiences to empower others and encourage meaningful partnerships that help students succeed. Prior to leading her SEPAG, Leslie built a career as a professional musical theater performer, She earned her bachelor's degree in theater and speech from Wagner College. While her professional path has evolved, her passion for advocacy is now at the forefront of her work, and she hopes to continue doing what she loves by supporting families and sharing her knowledge with others. Outside of her advocacy work, Leslie enjoys spending time with her husband and their three daughters. She also enjoys movement and finds an oasis in reading. Looking ahead, Leslie is excited to continue her collaboration with The BRIDGE Initiative and share her passion for advocacy with others. We're grateful to have Leslie as a key collaborator and appreciate the knowledge, resources, creativity, and dedication she brings to the team. Her commitment to strengthening relationships between families and schools continues to make a meaningful impact on the communities she serves. Thanks for all you do, Leslie! 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More News & Blog FEATURED POST Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights LATEST POSTS Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Literacy Making Reading Time Count: How to Choose the Right Book EXPLORE ALL POSTS Spotlight BRIDGE Spotlight: Leslie Ponzo Working Group Member & SEPAG Leader Literacy Making Reading Time Count: How to Choose the Right Book SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities Literacy There’s a Science to Reading. Here's What Parents Need to Know Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education Literacy Raising Readers: How New Research Can Help At Home Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Special Education Meaningful Supports for Students with ASD NJTSS How NJ Schools Support Students: What Parents Need to Know About the NJTSS 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 Children’s Mental Health Awareness Day: Moving from Awareness to Action Anna Lasek, Communications Assistant This piece highlights Children’s Mental Health Awareness Day by encouraging families and educators to move beyond awareness and into meaningful support. It discusses common signs of emotional distress in children, the importance of early intervention, and practical ways to create supportive environments at home and in school so children feel safe, understood, and empowered to thrive. Return to Blog May 7th is Children's Mental Health Awareness Day On May 7 th , during Mental Health Awareness Month, we also acknowledge Children’s Mental Health Awareness Day. It is an opportunity to recognize how mental health shows up in the lives of children, and what meaningful support can look like both at home and in schools. According to Substance Abuse and Mental Health Services Administration (SAMHSA, 2026), “one in five youth has a diagnosable mental, emotional, or behavioral disorder”. Many children experience mental health challenges each year, yet a significant number do not receive the support they need. Increasing awareness is an important step, but awareness alone is not enough. For families and educators, the question becomes: what should we look for, and what can we do next? What Does Mental Health Look Like in Children? Mental health in children does not always present in obvious ways. While some challenges may be more visible, others can be quieter and easier to overlook. Children may show signs of emotional distress through: Persistent sadness, worry, or irritability Changes in sleep or appetite Sudden changes in behavior Difficulty concentrating or engaging in school Withdrawal from friends, family, or activities they once enjoyed These behaviors may be dismissed as “phases” or typical developmental changes, yet ongoing or intensifying patterns may signal that a child needs additional support. It is also important to recognize that mental health conditions such as anxiety, depression, and ADHD can affect daily functioning in various ways. While some may perceive certain conditions as more or less “serious,” each can present real challenges for children depending on their environment, supports, and individual needs. Mental Health and Disability: Expanding the Conversation Mental health diagnoses may also require support in school settings through 504 plans or Individualized Education Programs (IEPs). If qualified, these plans can support student learning and development, especially when conditions begin to impact learning and participation. Expanding our understanding of disability to include mental health helps ensure that all students receive the support they need to learn and thrive. If You’re Concerned About Your Child It is not always easy to know when to step in or seek help. For many families, the first step is simply paying closer attention. If you are concerned your child may be struggling: Observe patterns over time: take note of changes in mood, behavior, or routines. Start a conversation: use open-ended, age-appropriate language to check in. Connect with school staff: teachers, school counselors, and support staff can offer insight into how your child is doing in different environments. Seek professional guidance: pediatricians, school psychologists, and licensed mental health providers in your community can help assess concerns and recommend next steps. Early support makes a meaningful difference . Reaching out does not mean something is “wrong”, it means you are paying attention and taking good care. Supporting Mental Health at Home While professional support is important when needed, everyday interactions also play a powerful role in maintaining children’s mental health. Some simple ways to provide support at home include: Maintaining consistent routines to create a sense of stability Creating space for regular check-ins about feelings and experiences Modeling healthy strategies, such as taking breaks or talking through challenges Encouraging open communication These seemingly small but consistent actions can help children feel safe, supported, and understood. Moving Forward Children’s Mental Health Awareness Day reminds us that supporting mental health is not a one-day effort, it is an ongoing commitment. By recognizing early signs, expanding our understanding of disability, and taking proactive steps, families and educators can work together to better support children’s well-being. Awareness is an important starting point. What matters most is what we do with it. For more information and other resources, visit SAMHSA’s Mental Health for Children and Families page here: samhsa.gov/mental-health/children-and-families References Substance Abuse and Mental Health Services Administration. (2026, April 6). Children’s Mental Health Awareness Day . https://www.samhsa.gov/about/digital-toolkits/childrens-mental-health-awareness-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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Understanding SEPAGs: A Simple Guide for Parents and Communities Belal Jonaid, Research Communications Specialist Schools across the United States have a responsibility to provide education and related services for students with disabilities, outlined in the Individuals with Disabilities Education Act (IDEA) and subsequent legislation. One of the most important assets that school districts and the parent community have in this mission are Special Education Parent Advisory Groups, or SEPAGs. Return to Blog Schools across the United States have a responsibility to provide education and related services for students with disabilities, outlined in the Individuals with Disabilities Education Act (IDEA) and subsequent legislation. This means school districts have to wrestle with the complex task of delivering individualized and legally compliant instruction for students with a diverse range of needs, often in the face of limited resources. One of the most important assets that school districts have in carrying out this mission are Special Education Parent Advisory Groups, or SEPAGs. What do SEPAGs do? SEPAGs are parent advisory groups that serve to make special education stronger and more responsive to the students who rely on it. This is achieved by allowing districts to connect with parents, who can provide input as important stakeholders on the programs that impact their children (Rutgers Center for Effective School Practices, n.d.). Administrators get a chance to hear from families who can share lived experiences, raise concerns, and offer critical feedback. It is important to note that SEPAGs are not an opposition group. Indeed, these groups allow parents to collaborate with educators and administrators in order to deliver effective special education instruction. Some of the crucial ways in which SEPAGs can help special education efforts are outlined below. Advising school districts: SEPAGs play an important role in connecting school districts with the communities they serve. In this role, they move information from parents, caregivers, and the larger community to the district. This information can be used to inform important decisions, understand the perspectives and requirements of diverse communities, and foster crucial links with parents. Educating parents: SEPAGs can communicate with parents who might be curious about school programs. This often involves holding informative presentations, inviting guest speakers, and providing key updates from the district. In this way these groups can function as an important source for knowledge on special needs policy in your district, allowing parents to make better decisions and share information with the larger community. Fostering community: SEPAGs function as a site for families facing similar circumstances to feel less alone and develop critical support networks. Oftentimes parents have an opportunity to learn from other families navigating similar obstacles and share information with them. How Do They Work? SEPAGs work in a variety of different ways, with regular meetings being the primary space in which information is shared. These meetings are open to the public and may include updates from the district, presentations on special education programs, and open discussions between parents. Unlike discussions on an individual student’s Individualized Education Program (IEP), SEPAG meetings focus on broader trends and communication on a level involving districts and families. With the increasing use of video conferencing and other online tools in education and the workplace, many SEPAG meetings are also held virtually. Ultimately, SEPAG meetings aim to create collaborative sites where parents can offer feedback and recommendations that help special education programs for all students with disabilities. The Task Ahead SEPAGs can serve as an important bridge between schools and families, strengthening a key connection at a time when parents across the country are increasingly concerned about education. By providing structured opportunities for collaboration, feedback, and advocacy, SEPAGs help guide policy and strengthen trust in our school districts. If–like many practitioners–you are wrestling with the challenging task of ensuring quality education for all, investing greater time and resources in your SEPAG may be a crucial step in the right direction. _______________ References Bedaiwi, F. (2023). A Document Analysis: In What Ways Do Public School Districts in New Jersey Communicate to Parents Regarding Their Special Education Parent Advisory Group (SEPAG) (Doctoral dissertation, Seton Hall University). New Jersey Department of Education. (2019). Special education parent advisory groups in New Jersey: A guide to developing and conducting an effective group (SEPAG Guide). https://www.nj.gov/education/specialed/parents/docs/SEPAG%20Guide-English-updated%204%2016%2019.pdf Rutgers Center for Effective School Practices. (n.d.). SEPAG development: Supporting NJ’s Special Education Parent Advisory Groups . Rutgers University. https://cesp.rutgers.edu/bridge/sepags 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Anna Lasek, Communications Assistant July is Disability Pride Month, a time to celebrate the identities, contributions, and experiences of people with disabilities while honoring the disability rights movement and the legacy of the Americans with Disabilities Act (ADA). This article highlights the importance of fostering inclusive, accessible learning environments where all students feel valued, supported, and empowered to belong. Return to Blog Disability Pride Month: Celebrating Identity, Inclusion, and Belonging July is Disability Pride Month, a time to celebrate the contributions, identities, and experiences of people with disabilities. Although Disability Pride Month is not officially recognized by the US federal government, it’s celebrated by a variety of organizations, schools, advocacy groups, and communities across the world. This month also commemorates the signing of the Americans with Disabilities Act (ADA) on July 26, 1990, one of the most significant civil rights laws in U.S. history. The law established important protections for people with disabilities by prohibiting discrimination and promoting greater accessibility and inclusion in everyday life. What Does Disability Pride Mean? Disability Pride Month encourages us to move beyond awareness and toward acceptance, inclusion, and belonging. It serves as a reminder of the continuous work that has been done to challenge outdated assumptions about what people with disabilities can achieve. This month centers on the importance of acceptance; it emphasizes that people should not feel shame about who they are. Disability is an important part of many individuals' identities, and Pride embraces that identity. It calls us to advocate for equal opportunities and recognize the value that all people bring to our communities. Disability Pride Month is a celebration of resilience, self-advocacy, and the progress made through decades of disability rights activism, while also acknowledging the significant work that remains to ensure equitable access and full participation in every aspect of society. Why Disability Pride Month Matters in Education With the support of educators and administrators, schools aim to promote environments where all students feels welcomed, respected, and supported. By adopting these inclusive practices, students with disabilities and their peers can more easily build understanding, empathy, collaboration, and an appreciation for diverse perspectives. As such, Disability Pride Month is an opportunity for educators to reflect on how they promote accessibility throughout the year. Inclusion isn’t just meeting legal requirements, its centered in taking the extra step to ensure equitable participation, growth, and development for all students. Educators can act and make a meaningful difference through practices like: Including books and classroom materials that feature authentic disability representation. Using person-centered and respectful language. Designing lessons with accessibility in mind from the beginning. Encouraging students to recognize and appreciate different abilities and perspectives. Listening to and amplifying the voices of individuals with disabilities. These practices help create school communities where all students can develop confidence, build relationships, and reach their full potential. Moving Beyond Awareness Awareness is the first step, the next step is to act. Creating accessible schools and communities requires ongoing commitment, thoughtful planning, and collaboration among educators, families, administrators, and community organizations. Building more inclusive schools begins with recognizing that every student deserves opportunities to learn, participate, and belong. Disability Pride Month reminds us that embracing diversity helps create stronger classrooms, schools, and communities for everyone. 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More How NJ Schools Support Students: What Parents Need to Know About the NJTSS Belal Jonaid, Research Communications Specialist How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. This piece explains the New Jersey Tiered System of Supports (NJTSS), a statewide framework that identifies struggling students and provides them with crucial support at multiple levels. It outlines what NJTSS looks like in practice and how parents can partner with schools to ensure every child has the opportunity to thrive. Return to Blog How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. In wrestling with this crisis, schools across the United States have implemented a number of programs to ensure no child is truly left behind. A key element of these efforts has been the introduction of Multi-Tiered Support Systems (MTSS) in schools around the country. MTSS is an educational and behavioral framework that identifies struggling students and provides them with crucial support. The framework emphasizes universal screening systems and support at different levels to address the academic, social, and emotional needs of students. At every step, interventions are backed by rigorous and evidence-based research and data on education. NJTSS: A Tiered System Based on the fundamental components of multi-tiered approaches is the New Jersey Tiered System of Supports (NJTSS), a statewide system of support for all students. Before getting into NJTSS, it might be helpful to discuss what NJTSS is not. The NJTSS is not a specific program or product that parents can purchase or enroll into. It is not a specific step-by-step set of actions to be undertaken in certain scenarios either. Rather, NJTSS serves as a model for how to achieve success more broadly with students at different levels. To address the complex and evolving needs of struggling students, this framework offers support at a number of tiers, outlined below (New Jersey Department of Education): Tier 1: Universal Supports – Core instruction here is evidence-based and informed by best practices in education today. High quality instructional material and resources are utilized, grounded in research and implemented consistently in all classrooms. This means students who are ESL learners or those with Individualized Education Plans are also targeted in this tier. Tier 2: Targeted Supports – A second tier provides additional instruction beyond the core program for select students. These services are delivered to struggling students who are identified as needing additional support. Typically these supports and interventions occur in structured, small-group settings. Supports can include supplemental instruction complementing core instruction and small-group teaching to address specific skill gaps. These interventions can increase in frequency and depth depending on student progress, which is closely monitored. Tier 3: Intensive Interventions – Students requiring more specific or intense supports receive highly individualized instruction at this level. These supports can include more intensive instruction that is tailored to individual needs. Students struggling with severe dyslexia, for instance, might receive more frequent one-on-one reading instruction. Interventions such as these are informed by data on a student’s growth. This allows educators to remain dynamic and flexible in the face of students’ evolving needs. Regular monitoring of progress is therefore just as important at this level as it is in tier two work. Back to Basics Of course this sounds like a lot of work! To ensure NJTSS truly delivers as a framework, some basic components must be present. On a foundational level, this includes (New Jersey Department of Education): Effective leadership – Administrators, principals, superintendents, and directors need to maintain a larger vision centered around ensuring high standards of support. Family engagement – More and more, families play an active role in education. Engaging families and the larger community allows for greater understanding of a child’s needs and smoother functioning of multi-tiered systems. Positive school culture – Establishing a culture that recognizes the individual needs of diverse student bodies is key to ensuring continued support for NJTSS as a framework. These are standards involving stakeholders and the broader culture that must be achieved outside the classroom. In terms of implementation itself, NJTSS relies on a set of six instructional components (New Jersey Department of Education): High quality learning environments Universal screening Data-based decision making Collaborative problem-solving Progress monitoring Staff professional development NJTSS in Practice Research shows that multi-tiered support can achieve real results when implemented effectively. Indeed, a study of schools that rigorously followed multi-tiered behavioral protocols found those institutions had “significantly fewer suspension events than matched comparison schools” (Scott et al., 2019). A systematic review of global studies finds that behavior has improved in international contexts as well, particularly in elementary schools that implemented multi-tiered interventions (Brack et al., 2023). There is also evidence of MTSS frameworks improving outcomes when teams seek active feedback from students (International MTSS Association, n.d.). As outlined in NJTSS foundational components, parents play an important role in successful implementation. This involvement can extent far beyond simply receiving periodic updates and includes engaging with teachers, understanding key strategies, and continuing these practices at home. Besides achieving consistency, collaboration with your child’s school can also help ensure that interventions are tailored to your child’s unique needs, increasing the likelihood of meaningful progress. So how can you know if your child’s school is implementing NJTSS? Watching for protocols associated with multi-tier support systems in practice is key. If your child’s school features universal screening, second and third-tier interventions, and monitoring of student progress, some sort of MTSS is likely in place (International MTSS Association, n.d.). Communicating with faculty is also a good way to assess a school’s level of support. Simply asking your child’s teacher how struggling students are identified and what resources are provided to them can be helpful. Educators implementing a solid NJTSS program should be able to answer these questions clearly and with reference to established protocols. Working Together Ensuring that all children have the opportunities to succeed remains a key task for educators and policymakers across the country. Parents can play an important role in tackling this challenge by staying informed, communicating with faculty, and monitoring progress. Ultimately, the stronger the partnership between parents and educators, the more effective an NJTSS program becomes, giving every child the opportunity to thrive in school and beyond. _____ References Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon, 9(6), e17506. https://doi.org/10.1016/j.heliyon.2023.e17506 International MTSS Association. (n.d.). What is MTSS. https://www.mtssassociation.org/what-is-mtss New Jersey Department of Education. (n.d.). NJTSS. https://www.nj.gov/education/safety/njtss/ Scott, T. M., Gage, N. A., Hirn, R. G., Lingo, A. S., & Burt, J. (2019). An examination of the association between MTSS implementation fidelity measures and student outcomes. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 308-316. Understood for All, Inc. (n.d.). MTSS: What you need to know. Understood.org. https://www.understood.org/en/articles/mtss-what-you-need-to-know 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More There’s a Science to Reading. Here's What Parents Need to Know Belal Jonaid, Research Communications Specialist As literacy scores decline nationwide, many schools are turning to the Science of Reading to rethink how children learn to read. This piece explains the research behind the approach, what it looks like in classrooms, and how parents can reinforce key reading skills at home. Return to Blog Schools across the United States are struggling with declining literacy rates, with experts in recent years reporting the largest score decline in literacy since 1990 (National Center for Education Statistics, 2022). Indeed reading can feel overwhelming for younger students and a growing body of research suggests previous approaches to how we teach reading may not be the most effective. In place of older strategies, researchers have put forward a new evidence-based framework often referred to as the Science of Reading. What is the Science of Reading and how can it impart crucial reading skills more effectively? How We Learn to Read The Science of Reading is an approach to literacy instruction based on a large body of research in education, cognitive science, and linguistics. This method of instruction is grounded in five core concepts, detailed below (National Center on Improving Literacy, 2022). Phonemic Awareness : The ability of children to recognize and manipulate the individual sounds (phonemes) of spoken words. This skill allows students to understand that words are made of discrete sounds made by individual letters. As such, phonemic awareness forms the basis for phonics instruction. Phonics : Phonics is instruction on the relationship between letters and groups of letters (graphemes) to make sounds. Teaching kids that letters and letter groups create specific sounds which we can blend together allows for decoding and word recognition. Fluency : Fluency here refers to reading that reflects understanding. Besides displaying accuracy, this often means reading words and sentences at an appropriate rate and with meaningful expression and intonation. It therefore encompasses far more than just speed. Vocabulary : Proficiency with vocabulary in this context is knowledge of what different words mean as well as understanding how they are used. A Science of Reading approach treats vocabulary not just as an isolated list of terms to memorize, but as a complex and evolving system of word knowledge built over time. Comprehension : This is of course the ultimate goal of reading. Students who achieve comprehension can actively construct meaning from text by decoding and being familiar with vocabulary (National Center on Improving Literacy, 2022). Altogether these five concepts are based on the idea that we learn to read best through a cumulative code-based approach. Instead of simply guessing with context clues or using rote memorization, students are systematically taught to identify and blend the fundamental building blocks of words to build understanding. In the Classroom It might be helpful to also go over what the Science of Reading is not. This method is not a specific product or program one can purchase or enroll in. Similarly it is not just phonics, but rather an approach that uses phonemic awareness and phonics as a crucial base for further development. In proposing a set of methods, it is also not complete. The Science of Reading can thus best be seen as a set of insights developed over time, informed by both established and ongoing research in a number of disciplines (National Center on Improving Literacy, 2022). In practice, this translates to more explicit instruction in the classroom centered around phonological routines. Students are clearly told what will be covered before they begin recognizing and sounding out certain letters and words. Resources like decodable books testing only previously learned sounds and vocabulary help reinforce these skills. Since the Science of Reading favors a cumulative approach, these basic building blocks help pave the way for greater skills such as fluency and comprehension (Reading Rockets, n.d., Science of Reading). Supporting Your Child’s Reading Reading is a journey and parents play a key role. Understanding some of the basics behind a Science of Reading approach can help instill strong reading habits at home. Practicing phonemic awareness, building new vocabulary, and encouraging comprehension as a goal, for example, are all ways parents can engage with their children as they learn to read. Communication with a child’s instructors can also ensure parents stay up-to-date and prepared to reinforce key skills learned in the classroom. With consistent practice in the right areas, every student can become a confident and lifelong reader. _____ References National Center for Education Statistics. (2022). Reading and mathematics scores decline during COVID‐19 pandemic. National Center on Improving Literacy. (2022). The science of reading: An overview. https://www.improvingliteracy.org/resource/the-science-of-reading-an-overview Reading Rockets. (n.d.). Science of reading. ReadingRockets.org. Retrieved December 12, 2025, from https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Anna Lasek, Communications Assistant July 26 marks the 36th anniversary of the Americans with Disabilities Act (ADA), a landmark civil rights law that transformed access, opportunity, and inclusion for millions of Americans with disabilities. This article reflects on the ADA’s lasting impact in education and beyond while highlighting the ongoing commitment to creating accessible, equitable, and inclusive communities where everyone can thrive. Return to Blog Passing the ADA July 26, 2026 will mark the 36th anniversary of the Americans with Disabilities Act (ADA), a civil rights law that transformed opportunities for millions. Signed into law on July 26, 1990 during the Bush administration, the American with Disabilities Act prohibits discrimination against individuals with disabilities in employment, public services, transportation, public accommodations, telecommunications, and many other areas. Through grassroot work and years of countless advocacy, the signing of the ADA recognizes the work and the advocacy organizers did to advocate for access, opportunity, and participation for all in our communities. Why the ADA Was a Historic Achievement Prior to the passing of ADA, barriers in education, employment, and public life made it difficult for individuals with disabilities to fully participate. Inaccessible buildings, transportation systems, workplaces, and public services often prevented individuals from accessing opportunities that others took for granted. Curb cuts, ramps, elevators, accessible parking spaces, captioned media, accessible websites, and workplace accommodations were added as features in many communities and although these improvements often go unnoticed, they have expanded opportunities for millions of people. The ADA's Impact on Education For educators and families, the ADA continues to play an important role in promoting equal access to educational opportunities. While laws such as the Individuals with Disabilities Education Act (IDEA) provide specific educational protections, the ADA reinforces broader civil rights by helping ensure that students with disabilities can participate in school programs, extracurricular activities, and community life without discrimination. Flexible learning environments, accessible instructional materials, and inclusive practices create opportunities for all students to engage, participate, and succeed. Progress and Continuing Challenges Thirty-six years after its passage, the ADA has had a lasting impact, but the work of building more accessibility continues. Work in digital accessibility, inclusive employment opportunities, equitable healthcare, transportation, and community participation remain important areas for continued improvement. Meaningful inclusion requires more than compliance with laws. It involves listening to the experiences of individuals with disabilities, removing barriers before they arise, and designing environments where everyone can participate fully. Looking Ahead The anniversary of the ADA offers an opportunity to celebrate the progress that has been made while recommitting ourselves to the work that remains. For schools, this means continuing to build inclusive classrooms where students of all abilities feel welcomed, respected, and empowered. For families and communities, it means advocating for accessibility and recognizing the strengths and contributions of individuals with disabilities. The ADA changed the landscape of civil rights in the United States by affirming that disability should never prevent someone from participating fully in society. Thirty-six years later, its legacy continues to inspire efforts to create communities where accessibility, equity, and inclusion are not aspirations, but everyday realities. 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Making Reading Time Count: How to Choose the Right Book Belal Jonaid, Research Communications Specialist This piece explores how parents and caregivers can make shared reading time more meaningful by choosing books that match a child’s interests, abilities, and learning needs. It offers practical guidance for finding engaging, appropriately challenging texts, highlights the valuable role educators and librarians can play in the selection process, and shares key signs that can help families determine whether a book is the right fit for a young reader. Return to Blog In the face of declining reading skills, many parents actively look for ways to mold their children into lifelong readers. Research consistently shows that one of the best ways to achieve that is by reading together. This begs the question, however: how do you find the right book for your child? Choosing texts your children will find accessible yet stimulating enough to really stretch them can be a challenge. Here are some ways to choose books that make reading time both enjoyable and useful. Sparking Joy Children are more likely to read when they care about a topic. Whether your child is interested in animals, sports, or art, choosing a book that connects to those interests can make reading feel more enjoyable and less like a chore. Medium or format matters here as well. Newer readers and visual learners might prefer graphic novels, while children who enjoy language itself might be interested in poetry. Reading regularly and with more confidence might allow your child to begin reading across more diverse formats eventually. Choosing books that match your child’s interests can also help boost engagement. Young readers are likelier to continue reading when they encounter unfamiliar words or challenging concepts in a book they find intriguing to begin with. Research on the topic demonstrates that children are more likely to remain focused when they read material they find interesting than when they read texts towards which they have neutral attitudes. Team up with the Literacy Experts Luckily you don’t have to figure this out alone. Your child’s school district is packed with professionals, and understanding the resources available to you is important. Classroom teachers: Consulting with teachers can be a great way to gauge your child’s reading level before selecting books. They can give you an accurate snapshot of your child’s current reading level and suggest specific titles. Remember that educators are working with grade-level appropriate texts in classrooms themselves! School librarians: Librarians at your child’s school understand best what titles and series are popular with different age groups and can help recommend hidden gems based on your child’s specific interests. Just sending a quick email to your school librarian asking for recommendations on different topics can help kickstart your shared reading journey. Reading specialists and case managers: If your child struggles with reading, these professionals can offer targeted guidance. Communicating with reading specialists and case managers can help prevent you from choosing texts that might be too challenging for your child. While You Read Reading together with your child in a structured environment can be helpful as well. In this environment, monitoring how a child engages with the text is key. Important things to look out for include if your child encounters too many unfamiliar terms, consistently stops to decode terms, is frequently frustrated, or exhibits difficulty understanding context. On the other hand, fluency and consistent engagement with the text are often signs that the book is at an appropriate reading level. Sometimes it can be too easy to adopt a “sunken cost” approach, where it might feel like an obligation to stick to a book you have already started. It is important to avoid that and simply stop reading a book if it isn’t clicking with your child! If your child is losing interest, reading becomes a battle, or comprehension remains low, it might be time to look for another book. Think of reassessing and changing books as being about finding a better match instead of giving up. Happy Reading! Finding that “just right” book can be a journey of trial and error, but it’s not one you have to take alone. Consult with educators and experts, trust the science, and follow your child’s lead. Once time with a book starts to feel less like a chore and more like a choice, you are demonstrating that reading is an adventure worth undertaking. References Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (2021). Interestingness of children's reading material. In Aptitude, learning, and instruction (pp. 287-300). Routledge. Lawson, B. (n.d.). What is the science of reading? The Reading League. https://www.thereadingleague.org/what-is-the-science-of-reading/ Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The impact of interactive shared book reading on children's language skills: A randomized controlled trial. Journal of Speech, Language, and Hearing Research , 63 (6), 1878-1897. 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