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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 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 Webinar Supporting SEPAGs: Practical Guidance for District Leaders One-Pager What is a SEPAG? Guide SEPAG Development Parent Starter Kit FROM THE BLOG Literacy Making Reading Time Count: How to Choose the Right Book Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action Special Education Meaningful Supports for Students with ASD SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities 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 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More News & Blog FEATURED POST Literacy Making Reading Time Count: How to Choose the Right Book LATEST POSTS Literacy Making Reading Time Count: How to Choose the Right Book Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action Special Education Meaningful Supports for Students with ASD SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education EXPLORE ALL POSTS 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 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 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 Supporting SEPAGs: Practical Guidance for District Leaders RESOURCE DESCRIPTION Supporting SEPAGs: Practical Guidance for District Leaders convened district leaders from across New Jersey on June 2nd, 2026 to explore strategies for strengthening family engagement through SEPAGs. Participants learned approaches for generating greater parent engagement, gathering input from parents and community members, and creating sustainable systems that support consistent family partnership and collaboration. Topics: SEPAG Development, Parent Engagement Best For: SEPAG Leaders (District) < BACK TO RESOURCES About the Event Supporting SEPAGs: Practical Guidance for District Leaders provided district leaders with practical strategies for supporting effective and sustainable Special Education Parent Advisory Groups (SEPAGs). The webinar focused on three key areas: increasing parent engagement, gathering meaningful input from parents and community members, and building systems that support long-term sustainability and trust. Drawing directly from The BRIDGE Initiative’s research and direct work with these groups, the session highlighted ways districts can strengthen family engagement even when formal parent leadership structures are still developing. Engaging Parents Districts can make SEPAG participation more accessible and appealing by: Lowering barriers to participation by offering flexible opportunities for engagement, rather than expecting families to immediately take on leadership roles. Keeping communications clear, concise, and accessible by avoiding jargon and providing translations as needed. Leveraging trusted district contacts, such as teachers, case managers, and child study team members, to introduce families to SEPAG opportunities through everyday interactions. Using multiple communication channels and outreach methods to reach families where they are and reduce reliance on any single form of communication. Clearly explaining the purpose and value of SEPAG participation, and of attending specific SEPAG events. Gathering Input from Parents Meaningful input requires intentional opportunities for families to share their perspectives. Seek feedback on family priorities, experiences, concerns, and participation barriers. Use multiple methods to gather input, including surveys, suggestion forms, virtual meeting tools, and other accessible feedback channels. Make it easy for families to provide input both during and between meetings. Maintain a focus on systems, policies, and programs rather than individual student cases. Building trust by demonstrating that family feedback is valued by responding to actionable input, following up with your group, and explaining any barriers transparently. Building for Sustainability Long-term success depends on creating structures which ensure collaboration and trust can endure over time. Create systems that support the SEPAG’s work regardless of changes in personnel, leadership, or participation. Document meeting materials, outreach resources, survey tools/results, and other key SEPAG information to support future district and parent leaders. Identify and preserve practices that have successfully engaged families in your district. Maintain SEPAG credibility through consistent communication, visible follow-through, and ongoing collaboration. SHARE THIS RESOURCE 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 Portal is an online library of high-quality materials and training for parents and educators around meaningful parent engagement in special education. The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Resource Portal FILTER RESOURCES Resource Area All Home Reinforcement NJTSS SEPAGs Type Activity Brief Guide Office Hour One-Pager Tech Help Templates Webinar Audience Educators Parents/Caregivers SEPAG Leaders (District) SEPAG Leaders (Parents) Topic Home Activities Literacy Support NJTSS Parent Engagement Reference SEPAG Development SEPAG Formation SEPAG-District Collaboration Language English Spanish Office Hour SEPAG Support Office Hours: Upon Request Informal conversations to ask questions, brainstorm, and plan next steps together. Brief Family Brief: Reading is Everywhere Learn to recognize reading challenges hiding behind struggles in math, science, and beyond. Brief Family Brief: How Kids Learn to Read What the science of reading tells us about how children learn to read. Templates SEPAG Community Outreach for District Leaders Materials for districts to engage parents in SEPAG events and leadership opportunities. Activity, Guide Home Reinforcement Guide: Reading Comprehension Simple before, during, and after strategies to support your child's reading comprehension. Brief Family Brief: Choosing The Right Book How to tell whether a book is too hard, too easy, or just right. One-Pager What is a SEPAG? A one-pager to help you and others learn what SEPAGs are and why they matter. Tech Help Designing with Canva: FAQs for SEPAG Leaders Frequently asked questions about using Canva to support your SEPAG. One-Pager What is NJTSS? A Family Reference Sheet What the three tiers mean, how screening and progress monitoring work, and how families fit in Guide NJDOE Young Readers and Writers Family Guides (K-3) One-page guides with vocabulary, reading milestones, and at-home activities for each grade. Activity, Guide Home Reinforcement Guide: Everyday Literacy Moments Four strategies for turning everyday moments into reading and language learning opportunities. Templates SEPAG Community Outreach for Parent Leaders Ready-to-use materials for parent leaders to promote their group and encourage participation. 1 2 1 ... 1 2 ... 2 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

Back to Our People Colin Sullivan AI Developer e : p : cjs464@scarletmail.rutgers.edu (732) 564-9100 x11 Education : B.S., Computer Science, Rutgers University Colin Sullivan is a developer at Rutgers CESP, where he works on technology solutions that enhance access to educational research, resources, and evidence-based practices. His work includes the design and implementation of AI-enabled tools that make complex information more accessible and actionable, helping bridge the gap between research and practice. Colin's work draws on his background in software development, computing education, and artificial intelligence. He is particularly interested in educational applications of AI, information retrieval systems, and the design of tools that support learning, collaboration, and informed decision-making. Prior to joining CESP, Colin worked extensively in computing education at Rutgers University, supporting large-scale introductory computer science courses through curriculum development and instructional support. He has also contributed to computing education research and published work focused on innovative approaches to teaching and learning in computer science. Colin holds a B.S. in Computer Science from Rutgers University and is currently pursuing an M.S. in Computer Science.

OUR PEOPLE The Team at Rutgers CESP At Rutgers CESP, our strength lies within our people. In addition to a core team bringing decades of experience in research, evaluation, analytics, and project management, CESP has a rich network of collaborators to bring the right expertise to every area of our work. Dr. Cynthia L. Blitz, Ph.D. Executive Director & Research Professor Dr. Cynthia L. Blitz is the Executive Director of the Center for Effective School Practices (CESP) and a Research Professor at the Rutgers University Graduate School of Education (RU-GSE). A nationally recognized leader in applied research and evaluation, Dr. Blitz focuses on advancing evidence-based practices that bridge the gaps among research, practice, and policy. Her work centers on generating new knowledge through high-quality research and evaluation and facilitating its application to practice and policy. She is committed to building the capacity of professional and organizations within and beyond the traditional boundaries of education. Widely regarded for her expertise with research-practice partnerships (RPPs) and professional learning communities (PLCs), Dr. Blitz frequently works to forge and maintain productive partnerships and promote the institutionalization of informed decision-making routines. Under Dr. Blitz’s leadership, Rutgers CESP has emerged as a premier applied translational research and evaluation center. She leads an agile team and maintains a rich network of collaborators to grow and carry out a diverse, multi-million-dollar portfolio of federal, state, and philanthropic grants and contracts. Dr. Blitz holds a Ph.D. in Social Welfare from the University of Pennsylvania and an M.A. in Applied Anthropology from American University. Her work has been featured in top academic journals and presented at national conferences, the International Journal of Law and Psychiatry, the American Journal of Public Health, and Education Sciences. View Dr. Blitz's Profile The Rutgers CESP Team Vivian Allen Associate Director Taylor Clough Research Associate Anna Lasek Communications Assistant David Amiel Research Analyst Solangel Troncoso Research Associate Colin Sullivan AI Developer Robert Zywicki Superintendent in Residence Iman Basit Research Associate Monique Dujue Wilson Family Engagement Specialist Our Partners People Departments Organizations Districts Daryl Detrick CS Educator & Advocate Warren Hills Regional High School Maria Salinas Founder & CEO DES Group, LLC Teresa G. Duncan, Ph.D. President & Founder Deacon Hill Research Associates Fran P. Trees, D.P.S. Teaching Professor RU Department of Computer Science Danielle Morgenroth Asst. Principal, Curriculum & Learning Boonton Township Public Schools Itzhak Yanovitzky, Ph.D. Professor/Health and Wellness Chair RU SC&I Tara Rossi, Ed.D. Assistant Superintendent Sparta Township Public Schools Nedim Yel, Ph.D. Senior Statistician/Researcher Data Analysis & Statistical Solutions Data Analysis and Statistical Solutions National Alliance on Mental Illness, NJ Deacon Hill Research Associates Problem Solutions Dissemination Engagement Strategy Group, LLC The Arc of Ocean County George Street Playhouse Click the icons to view partner spotlights! 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Back to Our People Colin Sullivan AI Developer e : p : cjs464@scarletmail.rutgers.edu (732) 564-9100 x11 Download CV Education : B.S., Computer Science, Rutgers University Affiliations : Biographical Highlights ￫ Developer with expertise in software development, artificial intelligence, and technology solutions that improve access to educational research and evidence-based practices. ￫ Experienced in designing and implementing AI-enabled tools, information retrieval systems, and digital resources that support learning, collaboration, and informed decision-making. ￫ Background in computing education, including curriculum development, instructional support, and research focused on innovative approaches to teaching computer science. Colin Sullivan is a developer at Rutgers CESP, where he works on technology solutions that enhance access to educational research, resources, and evidence-based practices. His work includes the design and implementation of AI-enabled tools that make complex information more accessible and actionable, helping bridge the gap between research and practice. Colin's work draws on his background in software development, computing education, and artificial intelligence. He is particularly interested in educational applications of AI, information retrieval systems, and the design of tools that support learning, collaboration, and informed decision-making. Prior to joining CESP, Colin worked extensively in computing education at Rutgers University, supporting large-scale introductory computer science courses through curriculum development and instructional support. He has also contributed to computing education research and published work focused on innovative approaches to teaching and learning in computer science. Colin holds a B.S. in Computer Science from Rutgers University and is currently pursuing an M.S. in Computer Science.