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Back to News Building a Strong Computer Science Foundation at Randolph Middle School Shining the spotlight on Randolph Middle School's computer science program, redesigned through the Rutgers EIR project With support from Rutgers EIR, Randolph Middle School reimagined computer science education through hands-on lessons, cross-curricular integration, and teacher-led innovation, tripling student enrollment and transforming how CS is taught. By Anna Lasek, Communications Assistant at Rutgers CESP During the first two weeks of Randolph Middle School’s introductory computer science course, students don’t even touch a keyboard. Instead, they rewrite stories using emojis, analyze familiar music in 8-bit quality, and watch videos ranging from low- to high-definition. “This teaches them core computer science lessons like data storage and abstraction using concepts they already understand,” explains Science Supervisor Melissa Strype. This creative, accessible, and interdisciplinary classroom approach is just one element of the school’s new computer science education strategy, developed in partnership with the Center for Effective School Practices (CESP) at Rutgers University. For the past three years, CESP has contributed professional development, curriculum, and assessment support for Randolph’s teachers and administrators alike. And the results speak for themselves: enrollment in the school’s elective computer science extension course has tripled, and what was once a barely filled section has grown to nearly 80 students. “That’s a success,” says Strype, “and it’s a direct result of the changes we made to our courses, thanks to the Rutgers EIR program.” Rutgers EIR, formally known as “Extending the Computer Science Pipeline,” is a six-year federally funded research grant that partners diverse CESP experts with New Jersey middle schools to modernize computer science instruction from the inside out. CESP’s approach is deeply collaborative and relationship-focused, working side by side with teachers and administrators to define goals, co-create implementation plans, and make data-informed adjustments along the way. “They are wonderful to work with, always available, knowledgeable, and helpful,” says Strype. “They understand our time and budget constraints. And they’re honest. If something isn’t working, they tell us. That kind of honesty is what leads to real improvement.” Education Transformation CESP hit the ground running at Randolph Middle School with institution-wide professional development centered on computer science education. As the school’s first training of this kind, it focused on what computer science is, why it matters, and how it can be integrated across disciplines. Then, teachers collaborated to identify how they were already using computer science principles, often without realizing it, and brainstorm simple, meaningful ways to go even further. “At one point, computer science was taught in isolation,” says Strype. “Now, thanks to CESP’s support, every teacher in our district—from physical education to English—has been trained to embed computer science into their lessons.” Next, CESP helped teachers and administrators interpret new computer science curriculum standards, led an audit of existing programs, and held more than 20 sessions over the summer to rework the school’s curriculum into something both rigorous and engaging. “Then, they worked with teachers to develop lessons so they were empowered to teach the new material once they went back to the classroom,” Strype adds. Now in its third year, the partnership includes robust data collection and analysis to refine the improvements made so far. For example, administrators are now tracking which classes best prepare students for advanced computer science coursework, where roadblocks appear, and how to make recruitment even more inclusive. “Schools shouldn’t overlook the gift of time, expertise, and one-on-one support,” Strype says. “It’s not just about funding—it’s about having the right people beside you.” Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Establishing a New Research Agenda for Studying Psychiatric Emergency Room Treatment Decisions Cynthia L. Blitz, Phyllis L. Solomon & Michael Feinberg This theoretical paper addresses the need for a more sophisticated research approach to studying treatment decisions in psychiatric emergency rooms (PERs). The authors argue that traditional research has oversimplified PER decision-making by treating it as a simple choice between hospitalization or discharge, when in reality clinicians now have multiple treatment options including partial hospitalization, overnight facilities, and various outpatient referrals. The proposed conceptual model identifies multiple factors that influence PER treatment decisions at different levels of analysis. Community resources, patient characteristics, PER staff qualifications, organizational features, and situational factors all play roles in shaping treatment outcomes. The model also incorporates the growing influence of managed care, which has fundamentally changed how treatment decisions are made by introducing cost-effectiveness considerations and requiring approval from managed care representatives. A key contribution of this framework is its attention to mediating factors that link treatment decisions to outcomes. The authors emphasize that treatment decisions alone don't determine patient success—factors like linkage mechanisms between services and patient compliance with recommended treatment significantly influence whether PER decisions lead to positive results. The model suggests that successful outcomes depend on strong connections between emergency services and follow-up care, as well as removing practical barriers like transportation and childcare that might prevent patients from accessing recommended services. This comprehensive framework aims to guide future research that can ultimately improve the effectiveness of psychiatric emergency services and patient outcomes. March 2001 Mental Health Services Research | Volume 3, Issue 1 DOI: 10.1023/A:1010108418256 This paper proposes a comprehensive conceptual model for studying psychiatric emergency room decision-making that accounts for the growing complexity of treatment options and managed care influences. Citation Blitz, C. L., Solomon, P. L., & Feinberg, M. (2001). Establishing a New Research Agenda for Studying Psychiatric Emergency Room Treatment Decisions. Mental Health Services Research , 3 (1), 25–34. https://doi.org/10.1023/A:1010108418256 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Navigating and Selecting Tools for Distance Education Cynthia L. Blitz, Vivian Allen, David J. Amiel, & Margaret Incantalupo This presentation from the CSTA 2021 Annual Conference addresses the critical challenge of helping computer science teachers effectively navigate the overwhelming abundance of online educational resources, particularly in the context of distance learning that emerged during the pandemic. Created by researchers from Rutgers University's Center for Effective School Practices in collaboration with educator Margaret Incantalupo from Sparta Township Schools, the presentation provides a systematic framework for finding, adapting, and implementing digital tools to promote learning, justice, and engagement in computer science education. The presentation outlines practical strategies across three main areas: finding resources through advanced Google search techniques, peer collaboration, student input, and effective advocacy with administrators; adapting resources by gauging student understanding, ensuring standards alignment, and adding collaborative elements; and implementing various educational platforms and tools effectively in the classroom. Special emphasis is placed on a six-step advocacy process for securing needed resources from school leadership, involving research, meeting scheduling, clear proposals, educational rationale, financial planning, and consistent follow-up. Throughout the framework, the presenters emphasize the importance of equity and inclusion, recognizing that effective resource selection must consider diverse student populations varying across race, socioeconomic status, academic performance, and prior computer science experience. The work represents findings from the Computer Science Teaching & Learning Collaboratory, a research-practice partnership involving 15 diverse school districts across New Jersey and Pennsylvania, demonstrating how research-backed strategies can be successfully implemented in real classroom settings to reach all learners through innovative approaches to distance education. July 2021 Computer Science Teachers Association (CSTA) 2021 Annual Conference Virtual Event Framework for CS teachers to find, adapt & use online resources effectively in distance learning, emphasizing equity & systematic advocacy for tools that promote engagement across diverse populations. Citation Blitz, C. L., Allen, V., Amiel, D. J., & Incantalupo, M. (2021, July). Navigating and Selecting Tools for Distance Education [Poster presentation]. Computer Science Teachers Association (CSTA) 2021 Annual Conference, Virtual Event. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams Itzhak Yanovitzky & Cynthia L. Blitz In this poster presented by Rutgers researchers Cynthia L. Blitz and Itzhak Yanovitzky at the Academy Health Ninth Annual Conference on the Science of Dissemination and Implementation in 2016, the COM (Capability, Opportunity, Motivation) model is described as a holistic approach to understanding and improving data use within organizational teams. The framework explains how individuals and teams can effectively integrate data-driven practices through three dimensions. Data use capacity focuses on developing essential skills and competencies and involves building data literacy. Capacity is shaped by both objective skills and subjective experiences, recognizing that prior interactions with data significantly influence future engagement. Opportunity addresses the structural and environmental conditions supporting data use. This includes developing robust infrastructure for data sharing, integrating data workflows into organizational procedures, and creating external incentives that encourage data-driven decision-making. Motivation plays a crucial role in driving data use. The model examines key psychological factors where individuals assess potential personal and organizational benefits. Self-efficacy is a critical component, reflecting an individual's confidence in using data to accomplish specific tasks. Social norms and perceived barriers further modulate motivation. Blitz and Yanovitzky argue that team data-use routines emerge from the intersection of these themes, and that effective teams leverage diverse expertise, maintain positive leadership, and prioritize communication and conflict management. They believe the COM model provides a blueprint for organizations seeking to transform their data use practices, highlighting the interconnected nature of individual capabilities, team dynamics, and organizational support. December 2016 9th Annual Conference on the Science of Dissemination and Implementation in Health Washington, D.C., USA The poster presents a COM (Capability, Opportunity, Motivation) model as a holistic approach to considering data use routines and integrating data-driven practices more effectively within organizations. Citation Blitz, C. L., & Yanovitzky, I. (2016, December 14). The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams [Poster presentation]. 9th Annual Conference on the Science of Dissemination and Implementation in Health, Washington, D.C., USA. https://academyhealth.confex.com/academyhealth/2016di/meetingapp.cgi/Paper/14133 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk Nancy Wolff, Jing Shi, Cynthia L. Blitz & Jane Siegel This comprehensive research study examines the critical issue of sexual victimization within American prisons, addressing both the prevalence of such incidents and the factors that elevate an inmate's risk of becoming a victim. The study represents one of the most extensive empirical investigations into prison sexual victimization, analyzing self-reported data from approximately 8,000 inmates across 14 facilities operated by a single state prison system, including 12 male general population prisons, one male sex offender treatment facility, and one female facility. The research reveals that while sexual assault remains a relatively uncommon occurrence across all facility types, with rates generally below 5% over a six-month period, the experience of abusive sexual contact is more prevalent. The study found significant variation in victimization rates depending on the type of facility, perpetrator (inmate versus staff), and specific form of sexual victimization examined. The findings demonstrate that certain inmate characteristics consistently elevate the risk of sexual victimization, including prior sexual victimization before age 18, mental health disorders, younger age, and specific demographic factors. Key predictors of inmate-on-inmate sexual victimization among the general male population included mental health disorders, prior sexual victimization, higher education levels, and perceptions of high gang activity within the facility. For staff-on-inmate victimization, risk factors included younger age, African American race, violent crime convictions, and prior sexual abuse. Among female inmates, the most significant predictors were prior sexual victimization and perceptions of gang activity. The research emphasizes that inmates who experienced sexual victimization prior to age 18 were approximately three to five times more likely to report sexual victimization inside prison during the study period. The study's implications extend beyond academic research to practical prison management and policy development. The authors argue that these risk factors should be treated as markers similar to medical risk indicators, informing classification schemes and placement strategies to protect vulnerable inmates. The research supports the need for reliable monitoring systems, scientific measurement methods, and comprehensive staff training to achieve the "zero tolerance" policies advocated by legislation such as the Prison Rape Elimination Act of 2003. September 2007 Criminology & Public Policy | Volume 6, Issue 3 DOI: 10.1111/j.1745-9133.2007.00452.x Research examining factors that predict sexual victimization risk in prison settings, analyzing data from approximately 8,000 inmates across multiple facilities to identify vulnerable populations. Citation Wolff, N., Shi, J., Blitz, C. L., & Siegel, Ja. (2007). Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk. Criminology & Public Policy , 6 (3), 535–564. https://doi.org/10.1111/j.1745-9133.2007.00452.x View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Rutgers Computer Science Education Professional Learning Hub New Jersey Department of Education Rutgers CESP and the Rutgers Department of Computer Science established and maintained a professional learning hub in the central region of New Jersey with the goal of providing educators access to differentiated and sustained CS Education professional learning opportunities. They aimed to further build capacity in NJ to provide high-quality, rigorous, and engaging CSE that emphasized computational thinking and interdisciplinary problem-solving for all students across the K-12 spectrum. They also purposefully catered professional learning to partnered districts through needs assessments and reviews, the creation and implementation of district visions, and worked closely to increase intentional inclusion and expansion of CSE in new grade bands. All participating educators took part in a virtual community of practice and received coaching, weekly office hours, peer-led teacher working groups, and attended periodic community meetings. CESP worked in concert with sister hubs at Fairleigh Dickinson University and Kean University to coordinate efforts and maximize the impact of this project. The non-profit organization CS4NJ also collaborated closely with project staff to coordinate and disseminate professional learning opportunities to actively recruit and engage new educators in the hub. Timeline This project began in April 2021 and concluded in August 2022. Sponsorship This grant project was conducted with a $267,000 grant from the New Jersey Department of Education through the "Computer Science Professional Learning" program [award #21E00178]. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Co-Principal Investigator: Dr. Frances P. Trees, D.P.S. Senior Personnel: Vivian Allen & David Amiel Collaborating Organizations N.J. Department of Education, Rutgers University Department of Computer Science, CS4NJ Coalition, Fairleigh Dickinson University, Kean University Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Taylor Clough, M.S.W. Research Associate e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University Affiliations : National Association of Social Workers (NASW) Biographical Highlights ￫ Mixed-methods researcher with experience in program evaluation, data analysis, and applied research to inform educational practice and policy. ￫ Skilled in developing practitioner-focused resources and research briefs on topics including special education, social-emotional learning, and computer science education. ￫ Licensed Social Worker with clinical experience supporting adolescents and adults, bringing a holistic, community-centered perspective to educational research. 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 Social Worker 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 M.S.W. 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 Accessible Data Dashboards & Visualizations as Pragmatic Planning Tools for Educators David J. Amiel Educators and administrators are surrounded by data, whether it is routinely collected, generated passively by learning management systems, or gathered through learning activities and assessments. With this data, educators can effectively differentiate and scaffold instruction, and administrators can make informed decisions about resource allocation, course offerings, and curriculum articulation. However, this is only possible if data is mobilized, which requires it to be faithfully interpreted, accessibly presented, and situated within qualitative contexts. In this presentation, through real-world examples and case studies, we demonstrate several ready-to-use techniques, tools, and dashboards intended to infuse informed data-use into educational decision-making. Learning objectives: Learn accessible data pipelines to organize, summarize, and visualize educational data (such as academic performance or student enrollment) Learn how to translate findings from educational data into meaningful and informed change to promote educational equity and achievement Learn the importance of situating data analyses within a broader, qualitative context to gain a deeper, more nuanced understanding November 2023 Tech Tactics in Education: Data and IT Security in the New Now Orlando, Florida, USA Through real-world examples and case studies, this presentation demonstrates ready-to-use techniques, tools, and dashboards for infusing informed data use into educational decision making. Citation Amiel, D. J. (2023, November 7). Accessible Data Dashboards and Visualizations as Pragmatic Planning Tools for Educators [Conference presentation]. Tech Tactics in Education: Data and IT Security in the New Now, Orlando, FL. https://techtacticsineducation.com/events/data-and-security-2023/sessions/tuesday/accessible-data-dashboards-and-visualizations-as-pragmatic-planning-tools-for-educators.aspx View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Family Engagement in Literacy Connecting Families with At-Home Literacy Supports Thanks for visiting! This page is still under development, and more content will be available soon. THE BRIDGE INITIATIVE | MAJOR FOCUS AREA Special Education, Family Engagement, & Literacy Strong literacy skills are the foundation for success across all areas of learning. Reading development happens in stages, from early phonemic awareness and decoding to fluent reading and comprehension of complex texts. Effective literacy instruction is structured, systematic, and responsive to each student's needs, whether they're just beginning to read, building fluency, or developing advanced comprehension skills. Schools use various assessments and data to understand where students are in their reading development and what instruction or interventions will help them progress. Families play a critical role in literacy development. When families understand how reading is taught, what their child is working on, and what progress looks like, they can provide meaningful support at home through reading together, asking questions about texts, and reinforcing skills in everyday activities. Families also offer important perspectives on their child's interests, reading habits, and confidence as a reader: insights that help educators tailor instruction to be more engaging and effective. SCHOOL PARTNERSHIP OPPORTUNITY Family Engagement in Literacy Partnerships The BRIDGE Initiative works directly with schools to advance family engagement at the intersection of literacy and special education. Partnerships look different depending on the school—we might work together on strengthening how your school communicates with families about reading, making progress data more accessible and useful for parents, or developing practices that make family engagement around literacy a routine part of your work. If your school is interested in exploring this kind of partnership, reach out to us to set up a conversation. We'll learn about your current practices and goals, and work together to figure out where we can be helpful. Request More Information 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