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NEWS & BLOG Monday, June 22, 2026 Welcome to the CESP Team: Iman Basit We’re excited to welcome Iman Basit to the CESP team. Drawing on experience in education, public policy, and workforce development, Iman brings expertise in data analysis, program evaluation, and translating research into actionable insights that support educators, school systems, and policymakers. Read More Monday, June 22, 2026 Welcome to the CESP Team: Colin Sullivan We’re excited to welcome Colin Sullivan to the CESP team. Drawing on a background in software development, artificial intelligence, and computing education, Colin is helping build innovative tools that make educational research and resources more accessible, actionable, and useful for educators and decision-makers. Read More Tuesday, June 2, 2026 Poster Highlight: School-Based Depression Screening Presented at the 2026 Society of Behavioral Medicine Annual Meeting, this poster examines the readiness of parents, educators, and mental health professionals to implement universal school-based depression screening. The findings offer insights into the opportunities, concerns, and resources needed to support student mental health through early identification and intervention. Read More Monday, January 19, 2026 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 Monday, September 22, 2025 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 Load More

Professional learning for educational leaders faces a persistent problem: the gap between an inspiring session and meaningful change back at the office. Collaborative learning communities offer a powerful response, but simply bringing leaders together doesn't guarantee that what they learn will stick. In this article, Dr. Blitz and Mr. Amiel from Rutgers University's Center for Effective School Practices offer a practical, research-informed framework for closing that gap. Organized around three phases (before, during, and after collaborative learning events) the authors outline concrete strategies for designing experiences where translation into practice is built in. From pre-assessing participants and structuring intentional groupings, to facilitating real-time resource co-creation and actionable sharing prompts, to maintaining peer-driven accountability long after the event ends, the framework treats each phase as an opportunity to move leaders closer to implementation. Drawing on research in translation and implementation sciences alongside firsthand examples from research-practice partnerships and communities of practice, the piece is written for anyone who designs, facilitates, or participates in professional learning for school and district leaders. Click Here to Download the Brief Suggested Citation: Blitz, C. L., & Amiel, D. J. (2026). Designing for Translation: Collaborative Leadership Learning that Leads to Action . Rutgers University Center for Effective School Practices. https://cesp.rutgers.edu/eir-resource-library/designing-for-translation%3A-leadership-learning-that-leads-to-action . Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Designing for Translation: Collaborative Learning that Leads to Action

Back to Our People Taylor Clough, M.S.W. Research Associate e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University Taylor Clough is a Research Associate at Rutgers CESP, where he contributes to applied research and program evaluation efforts aimed at advancing educational excellence. At CESP, he supports mixed-methods research projects, resource development, and the provision of technical assistance. In addition, he provides administrative and operational support to facilitate trainings, outreach events, and research efforts to promote the smooth functioning of the Center’s activities. Taylor has experience in both research and clinical practice, bringing a strong background in mixed-methods design, data collection, and analysis. He has co-authored research briefs and practitioner-focused resources on topics including special education, social-emotional learning, and computer science education. His work reflects a commitment to translating research into practical tools and strategies that support educators, learners, and families. Beyond his research responsibilities, Taylor is a Licensed Clinical Social Worker (LCSW) with clinical experience providing therapy to adolescents and adults in a variety of mental health settings. This dual expertise informs his research approach, centering the lived experiences of students, families, and communities. Taylor holds an MSW in Clinical Social Work from Widener University and a B.A. in Psychology with a minor in Health and Society from Rutgers University.

Back to Research The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education Itzhak Yanovitzky & Cynthia L. Blitz Schools and districts continue to struggle with implementing data-informed decision-making, considered a powerful driver of school improvement and student achievement. “The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education,” authored by Rutgers research professors Itzhak Yanovitzky and Cynthia L. Blitz and presented at the Ninth International Conference on Education and New Learning Technologies (EDULEARN17), introduces the COM model as a means for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations. Topics discussed in the paper include: Effective data-based collaborations that may facilitate institutionalization of data use routines are not well articulated. Key COM components and mechanisms that can productively guide the design, implementation, and evaluation of collaborative data use interventions, as extracted from an integrative review of the research utilization literature on data use in teams. Findings relative to individual- and team-level COM variables. The placement of “data use” on a behavioral continuum that can inform the design and implementation of interventions and collaborative structures tailored to educators and organizations. The use of COM for connecting program inputs to outcomes and for diagnosing areas that could benefit from targeted investments. July 2017 9th International Conference on Education and New Learning Technologies Barcelona, Spain DOI: 10.21125/edulearn.2017.2329 This paper describes the capacity-opportunity-motivation model for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations in education. Citation Yanovitzky, I., & Blitz, C. L. (2017). The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education. Proceedings of the 9th International Conference on Education and New Learning Technologies , 5895–5901. https://doi.org/10.21125/edulearn.2017.2329 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to News Partnering for Progress: Strengthening EDGE through Program Evaluation Strategic partnership delivers enhanced evaluation tools, improved student outcomes, and unprecedented program engagement. Program Director Perry Sandler partnered with Rutgers CESP to strengthen evaluation of the EDGE program for vision-impaired students. The collaboration enhanced data collection, organized programming into themed quarters, improved outreach, and delivered measurable results including increased student confidence and record program enrollment. When Program Director Perry Sandler wanted to better understand the impacts, successes, and opportunities of the EDGE program, he turned to the Rutgers University Center for Effective School Practices (CESP) — and found exactly the support he needed. EDGE 1.0 students explore the Rutgers Unviersity Mason Gross School of the Arts' undergraduate gallery to experience tactile pieces of art. EDGE, which stands for Employment, Development, Guidance, and Engagement, is a transformative, year-round program funded by the New Jersey Commission for the Blind and Visually Impaired. Offered by The Arc of Ocean County, a non-profit organization for individuals with intellectual and development disabilities, the program provides a blend of instructional workshops, hands-on experiences, and direct support to blind and vision impaired high school and college students. Over the years, Sandler had personally witnessed how EDGE positively influences the lives of its students. But he also knew there was room for improvement, especially when it came to educational programming, outreach, and engagement. That’s where CESP stepped in as a powerful partner. Measuring Influence As program evaluators, CESP’s main goal is to understand the impact that the EDGE program has on its students. Sandler had already been leveraging pre- and post-program surveys to track student progress and gather their feedback; however, the system was cumbersome, and the insights weren’t always easy to analyze or share. “Rutgers helped us enhance and refine our evaluation process so we could gather answers electronically and post them to a database for easy access and reporting,” says Sandler. CESP worked to develop a mixed methods evaluation plan that centers the program’s many stakeholders: program staff, parents, transition counselors, and, of course, the students themselves. EDGE students attend a physical fitness workshop to learn to navigate and use gym equipment and discuss self-defense. With a structured reporting system and better data, Sandler and his team could clearly see not just that students were growing—but how. “Many of them have more than one disability, which means they face several barriers,” he explains. “Though they don’t always tell us whether they’ve improved, we can see it. But, now, we’re able to measure it through statistics.” Those numbers tell a powerful story: over the course of the year, high school students in the EDGE program feel more confident that they can succeed in college and complete their coursework; college students report increased advocacy skills and feel more prepared for future employment. “Our partnership with Rutgers is absolutely part of the reason we see this success,” Sandler says. Amplifying Impact Having a more nuanced program of the program, its operations and processes, and its impacts is a key step in making targeted, informed improvements. Drawing on expertise in educational programming, CESP Research Associate David Amiel has played a key role in enhancing the organization’s overall operations. “David’s been very involved in our events and programming,” Sandler says. “He’s very dedicated and we’ve come to rely on him as a member of our team.” Rutgers CESP's David Amiel attends the annual Step Up for the Arc fundraiser with EDGE program staff and students. Amiel has helped organize EDGE workshops into quarterly themes, like self-improvement or career readiness. “We used to jump around in terms of our workshop topics,” Sandler explains. Now, the EDGE program sends monthly emails to parents, students, and the CBVI team to ensure everyone is aligned on topics and upcoming events; for students, this means that they are getting a single, reinforced message from many of their support systems each month. Feedback shows that this tactic resonates with EDGE students, who describe it as more relatable and engaging. The EDGE program is seeing record enrollment and attendance at programming. Amiel also helped launch a monthly e-newsletter, create RSVP systems, and think through social media engagement, initiatives that were previously out of reach due to limited staffing. “It’s been a great experience working with David, and he’s a big reason why we enjoy working with Rutgers,” Sandler says. “His insights and expertise have been a driving force in our success, and he’s been a great help to us.” Rutgers CESP is excited to embark on the third year of their partnership this summer. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project The internet is often described as an invisible “cloud,” but in reality it is a vast system of interconnected networks that move information through physical pathways using defined rules and protocols. In this multi-day lesson package, students investigate how the internet works by exploring how information is broken into smaller pieces, routed through networks, checked for errors, and delivered reliably across long distances. Through interactive simulations, collaborative problem-solving, and structured discussion, students experience core networking concepts before formalizing them with technical vocabulary. Activities such as Tablets of Stone model packet switching and reliability, Parity Magic demonstrates how computers detect errors in transmitted data, and network-based games like The Orange Game , Mail Game , and Muddy City allow students to explore routing, congestion, deadlock, and network design. By physically modeling how data moves, students develop a concrete understanding of how modern communication systems function. Throughout the unit, students connect these simulations to real-world systems such as traffic flow, delivery routes, and global internet infrastructure. The lesson emphasizes systems thinking, collaboration, and critical analysis, helping students move beyond simplified metaphors and toward a deeper understanding of how networks are engineered to keep information flowing in a connected world. This lesson package includes: A lesson plan overview Discussion questions organized by class session Tablets of Stone activity instructions Parity Magic activity instructions Parity Magic printable cards The Orange Game activity instructions The Mail Game (Mail Buddy) activity instructions The Muddy City activity instructions Lesson Plan & Overview .docx Download DOCX • 2.70MB Discussion Questions .docx Download DOCX • 2.69MB Activity - Tablets of Stone .pdf Download PDF • 155KB Activity - Parity Magic .pdf Download PDF • 199KB Activity - Parity Magic Cards (Printable) .pdf Download PDF • 29KB Activity - The Orange Game .pdf Download PDF • 62KB Activity - Mail Buddy .pdf Download PDF • 654KB Activity - The Muddy City .pdf Download PDF • 115KB Suggested Citation: Center for Effective School Practices. (2026). Networks and How the Internet Works [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/networking-and-the-internet Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Networks and How the Internet Works

Back to Research Relationship Between Teachers’ Professional Efficacy Beliefs and Their Evaluation of a New Teacher Evaluation System in New Jersey Cynthia L. Blitz, Dessi G. Kirova, & Anton Shcherbakov This research study examines the relationship between teachers' professional efficacy beliefs and their evaluation of a new teacher evaluation system implemented in New Jersey. Conducted by researchers at Rutgers University's Center for Effective School Practices, the study surveyed 2,760 preK-12 teachers from 25 public school districts who participated in the pilot testing of New Jersey's statewide teacher evaluation program during the 2012-2013 school year. Using Bandura's social cognitive theory as a framework, the researchers developed a mediation model to test whether teachers' beliefs about their ability to impact student outcomes influenced their acceptance of the new evaluation system. The study found that professional efficacy was positively associated with perceptions of system fairness and accuracy, which in turn predicted teachers' self-reported changes in instructional practice. Importantly, the relationship between efficacy and practice change was mediated rather than direct, suggesting that teachers' judgments about the evaluation system's attributes serve as critical intermediary factors. The findings indicate that teachers with lower professional efficacy were more likely to view the evaluation system as unfair or inaccurate, leading to less willingness to modify their teaching practices. This research has significant implications for educational reform implementation, suggesting that successful teacher evaluation systems require not only technical accuracy but also attention to building teacher confidence and ensuring meaningful teacher involvement in the design and implementation process. April 2014 2014 Annual Meeting of the American Educational Research Association Philadelphia, Pennsylvania, USA Study of 2,760 NJ teachers shows professional efficacy beliefs predict acceptance of new evaluation systems. Teachers with higher confidence in their abilities view systems as fairer, leading to practice changes. Citation Blitz, C. L., Kirova, D. G., & Shcherbakov, A. (2014, April 6). Relationship Between Teachers’ Professional Efficacy Beliefs and Their Evaluation of a New Teacher Evaluation System . 2014 Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania, USA. http://tinyurl.com/k286zw6 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News A New Way to Look at Online Math Platforms: Our Reference Sheets! Taking the Guesswork out of Choosing the Right Platform for your Classroom 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. By Anna Lasek, Communications Assistant at Rutgers CESP There are numerous math platforms and educational tools available to help students succeed both in and out of the classroom. You may have heard of ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy - each providing various features, levels of adaptivity, and ways of tracking student progress. But which resource works best for you and your teaching goals? Rutgers CESP has created free, concise reference sheets for educators that allow teachers to learn more about each major platform, see how they’re structured, and receive tips for using them in practice. Our math resources are designed to give teachers essential information about each platform. Each resource includes: Quick Comparisons : At-a-glance information showing grade levels, standards alignment, and access options (desktop, mobile, app). Classroom Applications: How each tool can be used as a full curriculum, for homework, extra practice, and more! Student Experience : What the platform looks and feels like for students, such as game-like adventures, clean workbooks, or somewhere in between. Teacher Insights: Real considerations such as how long diagnostics take, whether dashboards are easy to use, what keeps students motivated, or what features might end up being a distraction. How We Built This Resource Utilizing a two-step process, we explored each platform while considering the perspectives of students and teachers. Experienced math educators reviewed each platform while considering how to use them in class, how they fit into lessons or achieve particular learning goals, and how they ultimately serve students. This feedback helped to highlight the “need-to-know” details and flag potential challenges. Using structured graphic organizers, we logged details such as scope and sequence, pricing, assessments, and available teacher supports. By combining systematic research with real educator input, we created resources that are practical, honest, and of course, free! Why It Matters No digital math tool is perfect, and none of them are one-size-fits-all. These reference sheets are here to help you figure out which platform is best for your students, your teaching style, and your needs. Ready to dive in? Explore the reference sheets in the CESP Resource Library here to see which tools might be the best fit for your classroom. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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