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The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Parent Voices in Action: The SEPAG Experience RESOURCE DESCRIPTION Parent Voices in Action: The SEPAG Experience was a one-hour virtual panel that brought together parent leaders from five Special Education Parent Advisory Groups (SEPAGs) for a lively conversation. Panelists shared experiences and insights across three core themes: starting a SEPAG, advancing systems-level change, and building strong partnerships between SEPAGs and school districts. RESOURCE INFORMATION V1.0; last updated December 23rd, 2025 Topics: SEPAG Development Audience: SEPAG Leaders (Parents), SEPAG Leaders (District) Language: English See all Resources Watch Theme 1 Only Watch Theme 2 Only Watch Theme 3 Only The session summary documents linked below highlights key ideas from the panel discussion and Q&A. The views here reflect the experiences of individual panelists, and do not necessarily represent all SEPAGs; The BRIDGE Initiative does not endorse specific viewpoints, but offers this resource to encourage dialogue, exploration, and continued collaboration. Download Recap in English Bajar El Resumen en Español 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 Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More From Framework to Front Door: Connecting Families with NJTSS RESOURCE DESCRIPTION RESOURCE INFORMATION Topics: Audience: Language: See all Resources 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 Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Visit The BRIDGE Initiative at Rutgers Day 2026! RESOURCE DESCRIPTION RESOURCE INFORMATION Topics: Audience: Language: English See all Resources 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

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

Back to Research Designing for Translation: Collaborative Leadership Learning that Leads to Action Cynthia L. Blitz & David J. Amiel 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, Cynthia L. Blitz and David J. 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. April 2026 Collaborative professional learning inspires, but too often stays in the notebook. This report explores a practical framework for designing leadership learning that translates into sustained action. 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/product/designing-for-translation View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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

RESEARCH Rutgers CESP / Research / Publications / Research at the Center The Rutgers Center for Effective School Practices has decades of experience conducting rigorous research as well as research-informed programming and evaluation initiatives across educational contexts. Our research collaborators and client partners include school districts, schools and institutions, professional development providers, educational content and curricula creators, university consortia, health educators, industry- and discipline-specific associations, workforce development entities, and learning-related practitioners. Drawing on expertise in study design, mixed methods research, and data analytics, the center regularly leads and collaborates on multidimensional projects that address diverse professional needs. Our research services target problems of practice – as well as opportunities – related to program management, assessment, and organizational effectiveness, among other areas. We are in constant pursuit of greater understanding about research and evaluation best practices, and we critically assess our own work so as to continuously optimize our research value and to support the field of research overall. Explore our research publications and presentations in the sections below. Contact us to discuss research topics or collaboration opportunities. Featured Research This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Six-Year Study of High School Computer Science Participation Rutgers CESP Research Brief The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Job-Embedded Professional Development Programs in Rural Schools Published through 100Kin10 Grand Challenges Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Lit Review Explores Online Professional Learning Communities Published by the Institute of Education Sciences Research Archive Year Title Authors Description 2026 Designing for Translation: Collaborative Leadership Learning that Leads to Action Cynthia L. Blitz & David J. Amiel Collaborative professional learning inspires, but too often stays in the notebook. This report explores a practical framework for designing leadership learning that translates into sustained action. 2025 Readiness Assessment as a D&I Strategy: Informing Universal Depression Screening Implementation in Schools Cynthia L. Blitz, David J. Amiel, & Itzhak Yanovitzky This presentation shared results of a pre-implementation readiness assessment for universal depression screening in schools and its function within dissemination and implementation research. 2025 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. 2025 Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen This presentation provides educators with a systematic framework for evaluating computer science curricula, addressing resource overload through practical guidance on content relevance, feasibility, and contextual fit. 2025 The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman A 12-day middle school project where students design, build, and showcase arcade games using Scratch, culminating in a class game fair; promotes relevant, sustained, and engaging CS learning. 2025 An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. 2025 Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! David J. Amiel, Cristin Sedelmaier, & Frances P. Trees A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. Page 1 of 8

NEWS & BLOG 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 Monday, September 15, 2025 Welcome to the CESP Team: Solangel Troncoso We’re excited to welcome Solangel Troncoso to the team. A published scholar whose work spans gender, adolescence, and resilience, Solangel brings experience in qualitative research and community engagement to CESP's applied research, outreach, and resource development work. Read More Monday, September 1, 2025 Celebrating Progress: Annual Reflections on the EDGE Program An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. Read More Monday, August 18, 2025 Welcome to the CESP Team: Taylor Clough We’re excited to welcome Taylor Clough to the team. With experience in program implementation, evaluation, and data analysis, Taylor has co-authored practitioner resources on special education, social-emotional learning, and computer science; his social-work lens centers the lived experiences of students, families, and communities. Read More Load More

Back to Our People Solangel Troncoso, Ph.D. Research Associate e : p : solangel.troncoso@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : Ph.D., Psychology, Women’s and Gender Studies; University of Michigan M.S., Psychology; University of Michigan B.A., Psychology, Women’s and Gender Studies; Rutgers University Affiliations : American Psychological Association (APA) Biographical Highlights ￫ Mixed-methods researcher with expertise in qualitative and quantitative approaches to studying equity and access in education ￫ Experienced in program evaluation, family and community engagement, and applied research that informs practice and policy ￫ Published scholar with peer-reviewed articles on gender, adolescent development, and resilience factors contributing to academic success Solangel Troncoso is a Research Associate at Rutgers CESP, where she contributes to applied research and community-engaged initiatives with a focus on advancing educational excellence for all learners. At CESP, she supports resource curation, development, and the provision of high quality technical assistance within the BRIDGE initiative as well as conducting qualitative research that centers the perspectives of learners, educators, and community members. Solangel has a strong background in mixed-methods research, program evaluation, and family and community engagement. She has experience in research design, participant recruitment, data collection, and analysis, and has published in peer-reviewed journals on topics related to gender, adolescent development, and educational equity. Her work has included qualitative studies on parent-adolescent communication among Latino youth and research examining resilience factors that contribute to academic success. Prior to joining CESP, Solangel worked with education access organizations in New Jersey, where she supported students and families in navigating academic opportunities and college readiness. Solangel holds a Ph.D. in Psychology and Women’s and Gender Studies from the University of Michigan, where she also earned her M.S. in Psychology. She completed her B.A. in Psychology and Women’s and Gender Studies at Rutgers University.

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