The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Understanding SEPAGs: A Simple Guide for Parents and Communities Belal Jonaid, Research Communications Specialist Schools across the United States have a responsibility to provide education and related services for students with disabilities, outlined in the Individuals with Disabilities Education Act (IDEA) and subsequent legislation. One of the most important assets that school districts and the parent community have in this mission are Special Education Parent Advisory Groups, or SEPAGs. Return to Blog Schools across the United States have a responsibility to provide education and related services for students with disabilities, outlined in the Individuals with Disabilities Education Act (IDEA) and subsequent legislation. This means school districts have to wrestle with the complex task of delivering individualized and legally compliant instruction for students with a diverse range of needs, often in the face of limited resources. One of the most important assets that school districts have in carrying out this mission are Special Education Parent Advisory Groups, or SEPAGs. What do SEPAGs do? SEPAGs are parent advisory groups that serve to make special education stronger and more responsive to the students who rely on it. This is achieved by allowing districts to connect with parents, who can provide input as important stakeholders on the programs that impact their children (Rutgers Center for Effective School Practices, n.d.). Administrators get a chance to hear from families who can share lived experiences, raise concerns, and offer critical feedback. It is important to note that SEPAGs are not an opposition group. Indeed, these groups allow parents to collaborate with educators and administrators in order to deliver effective special education instruction. Some of the crucial ways in which SEPAGs can help special education efforts are outlined below. Advising school districts: SEPAGs play an important role in connecting school districts with the communities they serve. In this role, they move information from parents, caregivers, and the larger community to the district. This information can be used to inform important decisions, understand the perspectives and requirements of diverse communities, and foster crucial links with parents. Educating parents: SEPAGs can communicate with parents who might be curious about school programs. This often involves holding informative presentations, inviting guest speakers, and providing key updates from the district. In this way these groups can function as an important source for knowledge on special needs policy in your district, allowing parents to make better decisions and share information with the larger community. Fostering community: SEPAGs function as a site for families facing similar circumstances to feel less alone and develop critical support networks. Oftentimes parents have an opportunity to learn from other families navigating similar obstacles and share information with them. How Do They Work? SEPAGs work in a variety of different ways, with regular meetings being the primary space in which information is shared. These meetings are open to the public and may include updates from the district, presentations on special education programs, and open discussions between parents. Unlike discussions on an individual student’s Individualized Education Program (IEP), SEPAG meetings focus on broader trends and communication on a level involving districts and families. With the increasing use of video conferencing and other online tools in education and the workplace, many SEPAG meetings are also held virtually. Ultimately, SEPAG meetings aim to create collaborative sites where parents can offer feedback and recommendations that help special education programs for all students with disabilities. The Task Ahead SEPAGs can serve as an important bridge between schools and families, strengthening a key connection at a time when parents across the country are increasingly concerned about education. By providing structured opportunities for collaboration, feedback, and advocacy, SEPAGs help guide policy and strengthen trust in our school districts. If–like many practitioners–you are wrestling with the challenging task of ensuring quality education for all, investing greater time and resources in your SEPAG may be a crucial step in the right direction. _______________ References Bedaiwi, F. (2023). A Document Analysis: In What Ways Do Public School Districts in New Jersey Communicate to Parents Regarding Their Special Education Parent Advisory Group (SEPAG) (Doctoral dissertation, Seton Hall University). New Jersey Department of Education. (2019). Special education parent advisory groups in New Jersey: A guide to developing and conducting an effective group (SEPAG Guide). https://www.nj.gov/education/specialed/parents/docs/SEPAG%20Guide-English-updated%204%2016%2019.pdf Rutgers Center for Effective School Practices. (n.d.). SEPAG development: Supporting NJ’s Special Education Parent Advisory Groups . Rutgers University. https://cesp.rutgers.edu/bridge/sepags Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Anna Lasek, Communications Assistant July is Disability Pride Month, a time to celebrate the identities, contributions, and experiences of people with disabilities while honoring the disability rights movement and the legacy of the Americans with Disabilities Act (ADA). This article highlights the importance of fostering inclusive, accessible learning environments where all students feel valued, supported, and empowered to belong. Return to Blog Disability Pride Month: Celebrating Identity, Inclusion, and Belonging July is Disability Pride Month, a time to celebrate the contributions, identities, and experiences of people with disabilities. Although Disability Pride Month is not officially recognized by the US federal government, it’s celebrated by a variety of organizations, schools, advocacy groups, and communities across the world. This month also commemorates the signing of the Americans with Disabilities Act (ADA) on July 26, 1990, one of the most significant civil rights laws in U.S. history. The law established important protections for people with disabilities by prohibiting discrimination and promoting greater accessibility and inclusion in everyday life. What Does Disability Pride Mean? Disability Pride Month encourages us to move beyond awareness and toward acceptance, inclusion, and belonging. It serves as a reminder of the continuous work that has been done to challenge outdated assumptions about what people with disabilities can achieve. This month centers on the importance of acceptance; it emphasizes that people should not feel shame about who they are. Disability is an important part of many individuals' identities, and Pride embraces that identity. It calls us to advocate for equal opportunities and recognize the value that all people bring to our communities. Disability Pride Month is a celebration of resilience, self-advocacy, and the progress made through decades of disability rights activism, while also acknowledging the significant work that remains to ensure equitable access and full participation in every aspect of society. Why Disability Pride Month Matters in Education With the support of educators and administrators, schools aim to promote environments where all students feels welcomed, respected, and supported. By adopting these inclusive practices, students with disabilities and their peers can more easily build understanding, empathy, collaboration, and an appreciation for diverse perspectives. As such, Disability Pride Month is an opportunity for educators to reflect on how they promote accessibility throughout the year. Inclusion isn’t just meeting legal requirements, its centered in taking the extra step to ensure equitable participation, growth, and development for all students. Educators can act and make a meaningful difference through practices like: Including books and classroom materials that feature authentic disability representation. Using person-centered and respectful language. Designing lessons with accessibility in mind from the beginning. Encouraging students to recognize and appreciate different abilities and perspectives. Listening to and amplifying the voices of individuals with disabilities. These practices help create school communities where all students can develop confidence, build relationships, and reach their full potential. Moving Beyond Awareness Awareness is the first step, the next step is to act. Creating accessible schools and communities requires ongoing commitment, thoughtful planning, and collaboration among educators, families, administrators, and community organizations. Building more inclusive schools begins with recognizing that every student deserves opportunities to learn, participate, and belong. Disability Pride Month reminds us that embracing diversity helps create stronger classrooms, schools, and communities for everyone. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More How NJ Schools Support Students: What Parents Need to Know About the NJTSS Belal Jonaid, Research Communications Specialist How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. This piece explains the New Jersey Tiered System of Supports (NJTSS), a statewide framework that identifies struggling students and provides them with crucial support at multiple levels. It outlines what NJTSS looks like in practice and how parents can partner with schools to ensure every child has the opportunity to thrive. Return to Blog How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. In wrestling with this crisis, schools across the United States have implemented a number of programs to ensure no child is truly left behind. A key element of these efforts has been the introduction of Multi-Tiered Support Systems (MTSS) in schools around the country. MTSS is an educational and behavioral framework that identifies struggling students and provides them with crucial support. The framework emphasizes universal screening systems and support at different levels to address the academic, social, and emotional needs of students. At every step, interventions are backed by rigorous and evidence-based research and data on education. NJTSS: A Tiered System Based on the fundamental components of multi-tiered approaches is the New Jersey Tiered System of Supports (NJTSS), a statewide system of support for all students. Before getting into NJTSS, it might be helpful to discuss what NJTSS is not. The NJTSS is not a specific program or product that parents can purchase or enroll into. It is not a specific step-by-step set of actions to be undertaken in certain scenarios either. Rather, NJTSS serves as a model for how to achieve success more broadly with students at different levels. To address the complex and evolving needs of struggling students, this framework offers support at a number of tiers, outlined below (New Jersey Department of Education): Tier 1: Universal Supports – Core instruction here is evidence-based and informed by best practices in education today. High quality instructional material and resources are utilized, grounded in research and implemented consistently in all classrooms. This means students who are ESL learners or those with Individualized Education Plans are also targeted in this tier. Tier 2: Targeted Supports – A second tier provides additional instruction beyond the core program for select students. These services are delivered to struggling students who are identified as needing additional support. Typically these supports and interventions occur in structured, small-group settings. Supports can include supplemental instruction complementing core instruction and small-group teaching to address specific skill gaps. These interventions can increase in frequency and depth depending on student progress, which is closely monitored. Tier 3: Intensive Interventions – Students requiring more specific or intense supports receive highly individualized instruction at this level. These supports can include more intensive instruction that is tailored to individual needs. Students struggling with severe dyslexia, for instance, might receive more frequent one-on-one reading instruction. Interventions such as these are informed by data on a student’s growth. This allows educators to remain dynamic and flexible in the face of students’ evolving needs. Regular monitoring of progress is therefore just as important at this level as it is in tier two work. Back to Basics Of course this sounds like a lot of work! To ensure NJTSS truly delivers as a framework, some basic components must be present. On a foundational level, this includes (New Jersey Department of Education): Effective leadership – Administrators, principals, superintendents, and directors need to maintain a larger vision centered around ensuring high standards of support. Family engagement – More and more, families play an active role in education. Engaging families and the larger community allows for greater understanding of a child’s needs and smoother functioning of multi-tiered systems. Positive school culture – Establishing a culture that recognizes the individual needs of diverse student bodies is key to ensuring continued support for NJTSS as a framework. These are standards involving stakeholders and the broader culture that must be achieved outside the classroom. In terms of implementation itself, NJTSS relies on a set of six instructional components (New Jersey Department of Education): High quality learning environments Universal screening Data-based decision making Collaborative problem-solving Progress monitoring Staff professional development NJTSS in Practice Research shows that multi-tiered support can achieve real results when implemented effectively. Indeed, a study of schools that rigorously followed multi-tiered behavioral protocols found those institutions had “significantly fewer suspension events than matched comparison schools” (Scott et al., 2019). A systematic review of global studies finds that behavior has improved in international contexts as well, particularly in elementary schools that implemented multi-tiered interventions (Brack et al., 2023). There is also evidence of MTSS frameworks improving outcomes when teams seek active feedback from students (International MTSS Association, n.d.). As outlined in NJTSS foundational components, parents play an important role in successful implementation. This involvement can extent far beyond simply receiving periodic updates and includes engaging with teachers, understanding key strategies, and continuing these practices at home. Besides achieving consistency, collaboration with your child’s school can also help ensure that interventions are tailored to your child’s unique needs, increasing the likelihood of meaningful progress. So how can you know if your child’s school is implementing NJTSS? Watching for protocols associated with multi-tier support systems in practice is key. If your child’s school features universal screening, second and third-tier interventions, and monitoring of student progress, some sort of MTSS is likely in place (International MTSS Association, n.d.). Communicating with faculty is also a good way to assess a school’s level of support. Simply asking your child’s teacher how struggling students are identified and what resources are provided to them can be helpful. Educators implementing a solid NJTSS program should be able to answer these questions clearly and with reference to established protocols. Working Together Ensuring that all children have the opportunities to succeed remains a key task for educators and policymakers across the country. Parents can play an important role in tackling this challenge by staying informed, communicating with faculty, and monitoring progress. Ultimately, the stronger the partnership between parents and educators, the more effective an NJTSS program becomes, giving every child the opportunity to thrive in school and beyond. _____ References Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon, 9(6), e17506. https://doi.org/10.1016/j.heliyon.2023.e17506 International MTSS Association. (n.d.). What is MTSS. https://www.mtssassociation.org/what-is-mtss New Jersey Department of Education. (n.d.). NJTSS. https://www.nj.gov/education/safety/njtss/ Scott, T. M., Gage, N. A., Hirn, R. G., Lingo, A. S., & Burt, J. (2019). An examination of the association between MTSS implementation fidelity measures and student outcomes. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 308-316. Understood for All, Inc. (n.d.). MTSS: What you need to know. Understood.org. https://www.understood.org/en/articles/mtss-what-you-need-to-know Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More There’s a Science to Reading. Here's What Parents Need to Know Belal Jonaid, Research Communications Specialist As literacy scores decline nationwide, many schools are turning to the Science of Reading to rethink how children learn to read. This piece explains the research behind the approach, what it looks like in classrooms, and how parents can reinforce key reading skills at home. Return to Blog Schools across the United States are struggling with declining literacy rates, with experts in recent years reporting the largest score decline in literacy since 1990 (National Center for Education Statistics, 2022). Indeed reading can feel overwhelming for younger students and a growing body of research suggests previous approaches to how we teach reading may not be the most effective. In place of older strategies, researchers have put forward a new evidence-based framework often referred to as the Science of Reading. What is the Science of Reading and how can it impart crucial reading skills more effectively? How We Learn to Read The Science of Reading is an approach to literacy instruction based on a large body of research in education, cognitive science, and linguistics. This method of instruction is grounded in five core concepts, detailed below (National Center on Improving Literacy, 2022). Phonemic Awareness : The ability of children to recognize and manipulate the individual sounds (phonemes) of spoken words. This skill allows students to understand that words are made of discrete sounds made by individual letters. As such, phonemic awareness forms the basis for phonics instruction. Phonics : Phonics is instruction on the relationship between letters and groups of letters (graphemes) to make sounds. Teaching kids that letters and letter groups create specific sounds which we can blend together allows for decoding and word recognition. Fluency : Fluency here refers to reading that reflects understanding. Besides displaying accuracy, this often means reading words and sentences at an appropriate rate and with meaningful expression and intonation. It therefore encompasses far more than just speed. Vocabulary : Proficiency with vocabulary in this context is knowledge of what different words mean as well as understanding how they are used. A Science of Reading approach treats vocabulary not just as an isolated list of terms to memorize, but as a complex and evolving system of word knowledge built over time. Comprehension : This is of course the ultimate goal of reading. Students who achieve comprehension can actively construct meaning from text by decoding and being familiar with vocabulary (National Center on Improving Literacy, 2022). Altogether these five concepts are based on the idea that we learn to read best through a cumulative code-based approach. Instead of simply guessing with context clues or using rote memorization, students are systematically taught to identify and blend the fundamental building blocks of words to build understanding. In the Classroom It might be helpful to also go over what the Science of Reading is not. This method is not a specific product or program one can purchase or enroll in. Similarly it is not just phonics, but rather an approach that uses phonemic awareness and phonics as a crucial base for further development. In proposing a set of methods, it is also not complete. The Science of Reading can thus best be seen as a set of insights developed over time, informed by both established and ongoing research in a number of disciplines (National Center on Improving Literacy, 2022). In practice, this translates to more explicit instruction in the classroom centered around phonological routines. Students are clearly told what will be covered before they begin recognizing and sounding out certain letters and words. Resources like decodable books testing only previously learned sounds and vocabulary help reinforce these skills. Since the Science of Reading favors a cumulative approach, these basic building blocks help pave the way for greater skills such as fluency and comprehension (Reading Rockets, n.d., Science of Reading). Supporting Your Child’s Reading Reading is a journey and parents play a key role. Understanding some of the basics behind a Science of Reading approach can help instill strong reading habits at home. Practicing phonemic awareness, building new vocabulary, and encouraging comprehension as a goal, for example, are all ways parents can engage with their children as they learn to read. Communication with a child’s instructors can also ensure parents stay up-to-date and prepared to reinforce key skills learned in the classroom. With consistent practice in the right areas, every student can become a confident and lifelong reader. _____ References National Center for Education Statistics. (2022). Reading and mathematics scores decline during COVID‐19 pandemic. National Center on Improving Literacy. (2022). The science of reading: An overview. https://www.improvingliteracy.org/resource/the-science-of-reading-an-overview Reading Rockets. (n.d.). Science of reading. ReadingRockets.org. Retrieved December 12, 2025, from https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE 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 Toolkit 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. Toolkit SEPAG Parent Leader Starter Kit Develop your SEPAG with step-by-step guidance and practical tools. Activity, Guide Home Reinforcement Guide: Read Aloud Strategies Turn story time into a conversation that builds your child's vocabulary and comprehension! Tech Help Designing with Canva: FAQs for SEPAG Leaders Frequently asked questions about using Canva to support your SEPAG. One-Pager What is a SEPAG? A one-pager to help you and others learn what SEPAGs are and why they matter. Templates SEPAG Community Outreach for Parent Leaders Ready-to-use materials for parent leaders to promote their group and encourage participation. Activity Home Reinforcement Guide: Activity Cards Simple activities and everyday materials create learning opportunities right at home! Tech Help Zoom & Google Meet: FAQs for SEPAG Leaders Frequently asked questions about using Zoom & Google Meet 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 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. Tech Help Google Forms: FAQs for SEPAG Leaders Frequently asked questions about using Google Forms to support your SEPAG. 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Parent Leader Starter Kit RESOURCE DESCRIPTION New parent leaders often feel overwhelmed by the sheer volume and variety of resources available online. This comprehensive Starter Kit brings together practical guides, templates, and tools to help parent leaders start, revitalize, or strengthen a SEPAG. It focuses on the most common questions and challenges while presenting information in a practical, organized, and accessible way. Topics: SEPAG Formation, SEPAG Development Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V4.0; last updated July 21st, 2026 Whether you’re revitalizing a SEPAG or strengthening an existing one, these resources will help you build a strong foundation. We recommend beginning with the two guides below, then exploring the additional templates and tools as you work through them. This content reflects the same foundational guidance BRIDGE provides through technical assistance, allowing this knowledge to be shared more broadly and used by parent leaders across New Jersey. 1) Start Here Parent SEPAG Leadership: Where to Start A practical guide that explains what SEPAGs are, why they matter, and how successful groups operate. ✓ Learn the role of a SEPAG ✓ Understand parent leadership ✓ Explore meeting ideas ✓ Learn how districts and families collaborate Download Guide Guía de descarga 2) Take the Next Step Building Bridges Roadmap A step-by-step action plan that walks you through your first months as a new parent leader. Developed collaboratively with members of The BRIDGE Initiative’s Working Group, this resource brings together perspectives from both SEPAG parent leadership and community experts. ✓ Phase 1: Start Small ✓ Phase 2: Get the Word Out ✓ Phase 3: Plan Your Meeting ✓ Phase 4: Deepen Relationships Download Roadmap Additional Resources The guides above reference many of the resources below. While these tools are available throughout The BRIDGE Initiative’s Resource Library, we’ve also gathered them here for quick access. What is a SEPAG one-page overview Google Forms FAQs Canva FAQs Zoom & Google Meet FAQs SEPAG Kickoff Meeting Guidance The first SEPAG meeting sets the foundation for future collaboration. Use this time to introduce members, discuss the role and purpose of the SEPAG, identify areas of shared interest, and begin building a supportive community. This list can help guide your preparations. Download Kickoff Meeting Guide Descargar la guía para la reunión inicial Google Parent Input Survey (Template) When you click the link, you will be prompted to make a copy of the survey, which will be saved to the Google Drive account you are currently signed into. Click Here to Make a Copy of the Template Haz clic aquí para hacer una copia de la plantilla. Using a survey is an excellent way to demonstrate your group’s commitment to building community and ensuring that all voices are heard. This template is especially helpful for groups becoming more parent-led, and it can be used to gather input from families and inform decisions such as preferred meeting times, formats, and discussion topics. The survey is available in both English and Spanish to support accessibility and broader family engagement. Ready-to-Use Sample Emails for District Outreach Connecting With Your District Leader A district leader is a district staff member, usually the Director of Special Education, that supports a SEPAG. The district liaison will hear input from parents and often assists with organizing meetings, arranging speakers, and sharing information with other parents. As you develop your group, use the below email as a guide to invite the Director of Special Education to serve as your SEPAG's district liaison. To : [Director of Special Education] Subject : Partnership to Support [District Name]’s SEPAG Dear [Name], My name is [Name], and I am a parent in [District] of a child receiving special education services. I’ve learned about the positive impact that Special Education Parent Advisory Groups (SEPAGs) have had in other districts and am eager to start one in our district. As you may know, SEPAGs are parent-driven groups where community members come together to learn about, discuss, and provide input to the school district on special education policies, programs, practices, and services. I would appreciate your collaboration and support as we continue building on this work together. The pareent leader(s) and the district leader(s) work together to coordinate meetings and communications and ensure that the group’s efforts lead to concrete improvements for students. The responsibilities of the district leaders are not set in stone, and may change as the group develops, but generally include: Coordinate parent outreach • Post SEPAG information on the district website and parent portal • Send emails to families of students receiving special education services Assist with group operations/logistics • Set up a district SEPAG email address for the group (e.g., sepag@[district].org) • Support scheduling, room/virtual setup, and calendar listings Partner with local parents • Serve as the primary district contact for SEPAG parent leaders for check-ins • Share relevant updates, recommendations, and other SEPAG input with district leadership I’d love to discuss your thoughts and explore next steps together. Thank you for considering this important partnership in supporting family engagement in our district. Warm regards, [Your Name] [Phone] Early SEPAG Logistics Your district leader will be able to help you as you develop your SEPAG. As the group gets started, it will be important to have a single email address for the SEPAG. This way, you can keep messages about the group separate from your other email, and future group members will be able to use the same account. At the same time, you'll want to start building community awareness of the SEPAG. Your district leader can help you make information about the group available on the school district's website. Use the below email to ask your district leader about these items. To : [Director of Special Education] Subject : Partnership to Launch [District Name]’s SEPAG Dear [Name], Thank you for agreeing to serve as our SEPAG leader. On behalf of our special education parent community, we’re excited to partner with you to launch [District Name]’s SEPAG and appreciate your support in making this a meaningful, collaborative effort. As we get started, we’re requesting your assistance with the following items, if possible: • District email address. Create a district email address for the SEPAG (sepag@[district].org) • District webpage. Add information about the SEPAG to the district’s special education webpages (samples attached) Would you be available for a 15-minute call next week to discuss timing and next steps? Please let me know your availability. With appreciation, [Your Name/Names] [Phone] Promoting Your SEPAG It's time to let others know that you've started your SEPAG group! Use the below materials (and share them with your district liaison) to send to other families in the district inviting them to attend your SEPAG kickoff meeting. Email to District Leadership To: Superintendent, Assistant Superintendent, CST Leader (or equivalent), Principals from Different Divisions, Assistant/Vice Principals CC : Director of Special Education Subject: [District Name]’s SEPAG – Please Help Spread the Word Attachments : Kickoff Meeting Promotion Flyer Dear [All/Colleagues], We’re pleased to introduce updates to the [District Name]’s Special Education Parent Advisory Group (SEPAG) to strengthen family-school collaboration in support of students with disabilities. As you may know, SEPAGs provide a structured way for parents and caregivers to share input and partner with district leaders to improve programs and services. Our district’s SEPAG will host around [number] meetings per year, each with dedicated time for gathering parent input and generating discussion. Meetings will use plain language, invite broad participation, and end with actionable next steps. We want families to be informed, welcomed, and encouraged to participate, whether as active members or simply by staying aware of SEPAG’s role and activities. [NAME], Director of Special Education, will continue to serve as the district SEPAG leader in partnership with our parent leaders. We’d appreciate your support in announcing this opportunity by personally inviting [District Name] families in your buildings and networks to attend our kickoff meeting or join our mailing list. To make this easy, we’ve attached a flyer that you can share. Thank you for helping us reach every family. With appreciation, [Parent Leader(s)] [Role/Title, if applicable] [Phone] | [SEPAG Webpage] 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 SEPAG Community Outreach for Parent Leaders RESOURCE DESCRIPTION Adapt and use these materials to promote your SEPAG and encourage parent participation. Written in a family-friendly voice, this collection includes customizable: Marketing Materials for distribution at school events, community spaces, or at meetings. Sample Text for newsletters, emails, or social media posts Each resource emphasizes the practical benefits of SEPAG participation and reinforces that your group welcomes diverse perspectives from all families. Customize materials with your SEPAG's information, like event details, specific accomplishments, discussion topics, and links. Then, share in the ways that work best for reaching families in your district. Topics: Parent Engagement Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V3.0; last updated July 21st, 2026 Customizable Flyer Templates Promoting your SEPAG doesn’t have to start from scratch. These free Canva templates are fully editable, making it easy to personalize them with your district’s logo, meeting information, contact details, and branding. Use them to introduce your SEPAG, share your annual meeting schedule, and promote individual meetings throughout the year. Each template link includes an English and Spanish version. Click any template link below to open a copy in Canva and customize it for your district. Haz clic en cualquiera de los enlaces de las plantillas que aparecen a continuación para abrir una copia en Canva y personalizarla para tu distrito. Introducing your Group Open Template in Canva Yearly Save-the-Dates Open Template in Canva Specific Meeting Details Open Template in Canva Sample Text Use these ready-to-adapt messages to communicate about your SEPAG through multiple channels. Each snippet explains different aspects of SEPAG participation: what SEPAGs do, how they create change, and why diverse perspectives matter. Copy and paste into newsletters, emails, social media posts, or meeting reminders. Customize with your district's specific meeting information, recent accomplishments, upcoming topics, or contact details to make each message relevant to your community. Mix and match snippets to build communications that work best, and share often to keep families engaged throughout the year! Introduce & Explain These text snippets help you introduce yourself and explain what a SEPAG is and how it works. About You : Hi! I'm [Name], one of the parent leaders for our district's Special Education Parent Advisory Group (SEPAG). I joined because I wanted to help improve special education programs for all our kids. If you have questions about the group or want to learn more, feel free to reach out! I became a SEPAG leader because I experienced [challenge/gap] and wanted to help make things better for other families. The best part? I've learned so much about special education programs and connected with amazing parents along the way! As a SEPAG leader, my role is to help facilitate our meetings, share information with families, and bring parent perspectives to district leadership. But I'm also just another parent navigating special education - we're all learning together! About Your SEPAG : Our district's SEPAG is a group where parents of students with disabilities meet to learn more about and discuss current special education programs and services. It's required by New Jersey law and gives us a direct line to share our experiences and ideas with our district leaders to see real change! Our SEPAG focuses on improving programs and services for ALL students with disabilities in our district. We're not an advocacy group for individual student issues, those should go directly to your child's case manager or the Director of Special Education. Instead, we look at the bigger picture and work with the district to create positive change. Want to learn more about our SEPAG? Visit [website] for meeting schedules, past presentations, resources, and contact information. You can also email us at [email] or find us on [Facebook/social media platform]. New to our SEPAG? Check out [website/Facebook group] for meeting information, FAQs, and resources. You can also reach out to [contact person] at [email] with any questions! How Your SEPAG Works : SEPAGs work by collecting input from families across the district, identifying patterns, and presenting findings to our district leaders. Our ideas and perspectives help make changes in special education. What's the difference between a SEPAG and an advocacy group? SEPAGs address system-level issues like program accessibility, transition services, or resource allocation. We focus on ideas that benefit groups of students to improve special education in our district. Our SEPAG meets [frequency] to discuss system-level topics like transition programs, communication practices, or resource allocation. We gather input from families, identify patterns, and bring recommendations to district leadership. It's about making changes that benefit groups of students, not addressing individual concerns. How does SEPAG actually influence change? We share parent input directly with our district's Department of Special Services. When administrators understand what families are experiencing, they can make more informed decisions. Educate & Demonstrate These text snippets help you communicate why SEPAGs matter, how parent input creates change, and the value of partnership for families and the district. Why Parent Input Matters: Parents see what actually happens day-to-day - not just what's in the handbook. When we partner with district leaders to share those real experiences, together we can identify where systems are working and where they need improvement. This collaboration makes special education stronger for everyone. District leaders might know special education law inside and out, but parents know what it's like to navigate these systems with their children. When we bring both perspectives together, we can turn policies that look good on paper into programs that actually work for families. One parent's concern might be seen as an isolated issue. But when SEPAG members share similar experiences, it reveals system-level patterns the district needs to address. Through this partnership, our collective voice helps shape better programs and services. How Collaboration Creates Change: Here's a real example of partnership in action: Multiple parents mentioned confusion about [process/policy] → SEPAG discussed the pattern → We collaborated with district leadership to propose clearer communication → District created [new resource/changed practice]. That's what happens when families and schools work together. Change doesn't always mean big policy shifts. Sometimes our collaboration leads to adjusting meeting times so more families can attend, translating materials into additional languages, or explaining processes more clearly. SEPAG partnership has led to both small wins and major system improvements. When parents wanted to learn more about [topic like transition planning, assistive technology, college preparation], we partnered with the district to bring in a speaker. Now families have information they needed, and the district better understands what topics matter most. That's collaborative problem-solving at work. Examples of Impact: Through our partnership with district leadership, our SEPAG has worked on [mention specific example if available, or: improving transition programs, enhancing family communication, and identifying service gaps]. Change happens when parents and districts collaborate around systems-level improvements! Based on collaborative SEPAG discussions, our district now [specific change like: sends IEP meeting reminders two weeks in advance instead of one, offers virtual meeting options, provides translation services, created a parent resource library]. These system-level changes came directly from our partnership. Parents in our SEPAG shared concerns about [topic], so we partnered with district leadership to organize a presentation with [expert/speaker]. Over [number] families attended, and together we used that feedback to [action taken]. That's family-district collaboration creating real impact! Invite & Encourage These text snippets help you invite families to meetings, emphasize that everyone is welcome, and provide clear ways to get involved. Who Should Participate: Our SEPAG is centered on the perspectives and experiences of families of students with disabilities, while welcoming participation from all families in the district community. Every parent or caregiver is encouraged to participate whether their child receives services in-district or out-of-district. No experience necessary, no commitments required. Just show up when you can! Parents of students in out-of-district placements are part of our SEPAG, too. Your children are district residents, and your perspective on special education programs and services is valuable! Join our next meeting to share your experiences! We want our SEPAG to include parents of students in different schools, grade levels, interests, and abilities! The more diverse our group is, the better we can understand the range of experiences in our district. Different perspectives help us identify issues we might otherwise miss – share yours at our next meeting! You don't need to be an expert to join our district's SEPAG! In fact, many of us learned about special education programs and services through the SEPAG! Join us for our next meeting on [topic] on [date/time]! It's not about how much time you have, it's about using your voice. Joining our SEPAG comes with no commitments, so attend when you can and share what you're comfortable sharing. Every parent's input helps us see the bigger picture - hope to see you there! What Participation Looks Like: Our SEPAG is YOUR opportunity to: ✅ Share ideas & concerns ✅ Connect with other parents ✅ Learn about programs & services ✅ Provide input to district leaders ✅ Help improve outcomes for students with disabilities. No pressure, no commitments, just parents making a difference. SEPAG participation can look different for everyone. Some members come to every meeting and actively share. Others attend when they can and mostly listen. Some contribute feedback online between meetings. There's no "right" way to participate - just do what works for your family! Wondering what happens at a SEPAG meeting? We typically [brief agenda overview like: hear updates from district leadership, discuss a specific topic or hear from a guest speaker, break into small groups or have open discussion, and identify next steps]. Meetings usually last [time] and include time for questions. How to Participate: Ready to join us? Our next meeting is [date/time] at [location or virtual link]. No RSVP needed - just show up! Have questions first? Reach out at [email/phone]. Not sure if SEPAG is for you? Come to just one meeting. See what we're about, meet other parents, and decide if you want to come back. Our next meeting is [date/time/location]. Can't make it to meetings? You can still participate! Share your feedback through our [online form/email/survey], join our [Facebook group/email list], or reach out to a SEPAG leader with questions or concerns. We want to hear from you however works best! Visit [website/Facebook page] to learn more about our SEPAG, see our meeting schedule, access resources, and find contact information. You can also email us at [email] with questions or to be added to our mailing list. Interested in taking on a leadership role? We're always looking for parents willing to help facilitate meetings, communicate with families, or serve as a liaison to district leadership. It's a great way to make an even bigger impact - reach out to [contact] to learn more! Have a topic you'd like our SEPAG to discuss? A speaker you think we should hear from? An idea for improving special education in our district? Let us know! Contact [email/leader name] or bring it up at our next meeting on [date]. Join our [Facebook group/email list/remind group] to stay connected between meetings, get meeting reminders, and hear about upcoming events and opportunities. [Include sign-up link or instructions] Utilice estos mensajes listos para adaptar y comunique información sobre su SEPAG a través de diversos canales. Cada fragmento explica diferentes aspectos de la participación en un SEPAG: qué hacen los SEPAG, cómo generan cambios y por qué son importantes las diversas perspectivas. Copie y pegue en boletines informativos, correos electrónicos, publicaciones en redes sociales o recordatorios de reuniones. Personalícelos con la información específica de las reuniones de su distrito, los logros recientes, los próximos temas o los datos de contacto para que cada mensaje sea relevante para su comunidad. ¡Combine los fragmentos para crear comunicaciones más efectivas y compártalos con frecuencia para mantener a las familias informadas durante todo el año! Presentar & Explicar Estos fragmentos de texto le ayudarán a presentarse y a explicar qué es el SEPAG y cómo funciona. Acerca de usted : ¡Hola! Soy [Nombre], uno de los padres líderes del Grupo Asesor de Padres de Educación Especial (SEPAG, por sus siglas en inglés) de nuestro distrito. Me uní porque quería ayudar a mejorar los programas de educación especial para todos nuestros hijos. Si tiene preguntas sobre el grupo o desea saber más, ¡no dude en comunicarse con nosotros! Me convertí en líder de SEPAG porque experimenté [desafío/deficiencia] y quería ayudar a hacer las cosas mejor para otras familias. ¿La mejor parte? ¡He aprendido muchísimo sobre los programas de educación especial y he conectado con padres maravillosos en el camino! Como líder de SEPAG, mi función es ayudar a facilitar nuestras reuniones, compartir información con las familias y llevar las perspectivas de los padres al liderazgo del distrito. Pero también soy solo un padre más navegando por la educación especial: ¡todos estamos aprendiendo juntos! Acerca de su SEPAG : El SEPAG de nuestro distrito es un grupo donde los padres de estudiantes con discapacidades se reúnen para conocer más y analizar los programas y servicios actuales de educación especial. Es un requisito de la ley de Nueva Jersey y nos brinda una vía directa para compartir nuestras experiencias e ideas con los líderes de nuestro distrito para ver un cambio real. Nuestro SEPAG se enfoca en mejorar los programas y servicios para TODOS los estudiantes con discapacidades de nuestro distrito. No somos un grupo de defensa para casos individuales de los estudiantes; estos deben dirigirse directamente al administrador de casos de su hijo o al Director de Educación Especial. En su lugar, analizamos el panorama general y trabajamos con el distrito para crear un cambio positivo. ¿Quiere saber más sobre nuestro SEPAG? Visite [sitio web] para conocer los horarios de las reuniones, presentaciones anteriores, recursos e información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] o buscarnos en [Facebook/plataforma de redes sociales]. ¿Es nuevo en nuestro SEPAG? Visite [sitio web/grupo de Facebook] para obtener información sobre las reuniones, preguntas frecuentes y recursos. ¡También puede comunicarse con [persona de contacto] en [correo electrónico] si tiene alguna pregunta! Cómo funciona su SEPAG : Los SEPAG funcionan recopilando información de las familias de todo el distrito, identificando patrones y presentando los hallazgos a los líderes de nuestro distrito. Nuestras ideas y perspectivas ayudan a realizar cambios en la educación especial. ¿Cuál es la diferencia entre un SEPAG y un grupo de defensa o un PTO? Los SEPAG abordan temas a nivel de sistema, como la accesibilidad de los programas, los servicios de transición o la asignación de recursos. Nos enfocamos en ideas que benefician a grupos de estudiantes para mejorar la educación especial en nuestro distrito. Nuestro SEPAG se reúne con una [frecuencia] para analizar temas a nivel de sistema, como programas de transición, prácticas de comunicación o asignación de recursos. Recopilamos información de las familias, identificamos patrones y llevamos recomendaciones al liderazgo del distrito. Se trata de realizar cambios que beneficien a grupos de estudiantes, no de abordar inquietudes individuales. ¿Cómo influye realmente el SEPAG para lograr un cambio? Compartimos las aportaciones de los padres directamente con el Departamento de Servicios Especiales de nuestro distrito. Cuando los administradores comprenden lo que experimentan las familias, pueden tomar decisiones más informadas. Educar & Demostrar Estos fragmentos de texto le ayudan a comunicar por qué son importantes los SEPAG, cómo las opiniones de los padres generan cambios y el valor de la colaboración para las familias y el distrito. Por qué son importantes las opiniones de los padres: Los padres ven lo que realmente sucede en el día a día, no solo lo que está en el manual. Cuando nos asociamos con los líderes del distrito para compartir esas experiencias reales, juntos podemos identificar dónde están funcionando los sistemas y dónde necesitan mejorar. Esta colaboración fortalece la educación especial para todos. Es posible que los líderes del distrito conozcan las leyes de educación especial al derecho y al revés, pero los padres saben lo que es navegar por estos sistemas con sus hijos. Cuando unimos ambas perspectivas, podemos transformar las políticas que se ven bien en el papel en programas que realmente funcionen para las familias. La inquietud de un solo padre podría considerarse como un problema aislado. Pero cuando los miembros de SEPAG comparten experiencias similares, se revelan patrones a nivel de sistema que el distrito necesita abordar. A través de esta alianza, nuestra voz colectiva ayuda a dar forma a mejores programas y servicios. Cómo la colaboración genera cambios: Aquí hay un ejemplo real de la colaboración en acción: Varios padres mencionaron confusión sobre [proceso/política] $\rightarrow$ El SEPAG analizó el patrón $\rightarrow$ Colaboramos con el liderazgo del distrito para proponer una comunicación más clara $\rightarrow$ El distrito creó un [nuevo recurso / cambió una práctica]. Eso es lo que sucede cuando las familias y las escuelas trabajan juntas. El cambio no siempre significa grandes modificaciones en las políticas. A veces, nuestra colaboración conduce a ajustar los horarios de las reuniones para que puedan asistir más familias, traducir materiales a otros idiomas o explicar los procesos con mayor claridad. La alianza con el SEPAG ha dado lugar tanto a pequeños logros como a grandes mejoras del sistema. Cuando los padres quisieron conocer más sobre [un tema como: planificación de la transición, tecnología de asistencia, preparación para la universidad], nos asociamos con el distrito para traer a un conferencista. Ahora las familias tienen la información que necesitaban y el distrito comprende mejor qué temas son los más importantes. Eso es la resolución colaborativa de problemas en acción. Ejemplos de impacto: A través de nuestra alianza con el liderazgo del distrito, nuestro SEPAG ha trabajado en [mencione un ejemplo específico si está disponible, o bien: la mejora de los programas de transición, el fortalecimiento de la comunicación familiar y la identificación de deficiencias en los servicios]. ¡El cambio ocurre cuando los padres y los distritos colaboran en mejoras a nivel de sistema! Basado en las discusiones colaborativas del SEPAG, nuestro distrito ahora [cambio específico como: envía recordatorios de reuniones del IEP con dos semanas de anticipación en lugar de una, ofrece opciones de reuniones virtuales, brinda servicios de traducción, creó una biblioteca de recursos para padres]. Estos cambios a nivel de sistema surgieron directamente de nuestra colaboración. Los padres de nuestro SEPAG compartieron sus inquietudes sobre [tema], por lo que nos asociamos con el liderazgo del distrito para organizar una presentación con [experto/conferencista]. Asistieron más de [número] familias y, juntos, utilizamos esos comentarios para [medida adoptada]. ¡Eso es la colaboración entre las familias y el distrito creando un impacto real! Invitar & Animar Estos fragmentos de texto le ayudan a invitar a las familias a las reuniones, enfatizar que todos son bienvenidos y proporcionar formas claras de participar. Quién debe participar: Todos los padres o cuidadores de un estudiante que reciba servicios de educación especial en [nombre del distrito] son bienvenidos a nuestro SEPAG, independientemente de si su hijo asiste a una escuela dentro o fuera del distrito. No se necesita experiencia ni se requiere ningún compromiso. ¡Solo tiene que venir cuando pueda! Los padres de alumnos matriculados fuera del distrito también forman parte de nuestro SEPAG. Sus hijos son residentes del distrito y su perspectiva sobre los programas y servicios de educación especial es muy valiosa. ¡Únase a nuestra próxima reunión para compartir sus experiencias! Queremos que nuestro SEPAG incluya a padres de alumnos de diferentes escuelas, niveles escolares, intereses y capacidades. Cuanto más diverso sea nuestro grupo, mejor podremos comprender la variedad de experiencias en nuestro distrito. Las diferentes perspectivas nos ayudan a identificar problemas que de otro modo podríamos pasar por alto. ¡Comparta la suya en nuestra próxima reunión! ¡No es necesario ser un experto para unirse al SEPAG de nuestro distrito! De hecho, muchos de nosotros aprendimos sobre los programas y servicios de educación especial a través del SEPAG. ¡Únase a nosotros en nuestra próxima presentación sobre [tema] el [fecha/hora]! No se trata de cuánto tiempo tienes, sino de hacer oír tu voz. Unirse a nuestro SEPAG no implica ningún compromiso, así que asiste cuando puedas y comparte lo que te sientas cómodo compartiendo. Las aportaciones de todos los padres nos ayudan a tener una visión más amplia. ¡Esperamos verte allí! Cómo es la participación: Nuestro SEPAG es SU oportunidad para: ✅ Compartir ideas e inquietudes ✅ Conectar con otros padres ✅ Informarse sobre los programas y servicios ✅ Ofrecer aportaciones a los líderes del distrito ✅ Ayudar a mejorar los resultados de los estudiantes con discapacidades. Sin presiones, sin compromisos, solo padres haciendo la diferencia. La participación en el SEPAG puede ser diferente para cada persona. Algunos miembros asisten a todas las reuniones y participan activamente. Otros asisten cuando pueden y se dedican principalmente a escuchar. Algunos aportan sus comentarios en línea entre reuniones. No hay una forma "correcta" de participar: ¡simplemente haga lo que funcione mejor para su familia! ¿Se pregunta qué sucede en una reunión de SEPAG? Por lo general, [breve resumen de la agenda como: escuchamos actualizaciones de los líderes del distrito, analizamos un tema específico o escuchamos a un conferencista invitado, nos dividimos en grupos pequeños o abrimos el debate, e identificamos los siguientes pasos]. Las reuniones suelen durar [tiempo] e incluyen un espacio para preguntas. Cómo participar: ¿Listo para unirse a nosotros? Nuestra próxima reunión será el [fecha/hora] en [lugar o enlace virtual]. No es necesario confirmar su asistencia: ¡solo preséntese! ¿Tiene preguntas primero? Comuníquese al [correo electrónico/teléfono]. ¿No está seguro si el SEPAG es para usted? Asista solo a una reunión. Vea de qué se trata, conozca a otros padres y decida si desea regresar. Nuestra próxima reunión es el [fecha/hora/lugar]. ¿No puede asistir a las reuniones? ¡Aún así puede participar! Comparta sus comentarios a través de nuestro [formulario en línea / correo electrónico / encuesta], únase a nuestro [grupo de Facebook / lista de correos electrónicos], o comuníquese con un líder de SEPAG si tiene preguntas o inquietudes. ¡Queremos saber de usted de la manera que mejor le funcione! Visite [sitio web / página de Facebook] para conocer más sobre nuestro SEPAG, consultar nuestro calendario de reuniones, acceder a recursos y encontrar información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] si tiene preguntas o para que lo agreguemos a nuestra lista de distribución. ¿Le interesa asumir un rol de liderazgo? Siempre estamos buscando padres dispuestos a ayudar a facilitar las reuniones, comunicarse con las familias o desempeñarse como enlace con el liderazgo del distrito. Es una excelente manera de lograr un impacto aún mayor: ¡comuníquese con [contacto] para obtener más información! ¿Tiene algún tema que le gustaría que nuestro SEPAG analice? ¿Un conferencista que crea que deberíamos escuchar? ¿Una idea para mejorar la educación especial en nuestro distrito? ¡Háganoslo saber! Comuníquese con [correo electrónico / nombre del líder] o coméntelo en nuestra próxima reunión el [fecha]. Únase a nuestro [grupo de Facebook / lista de correos / grupo de Remind] para mantenerse conectado entre reuniones, recibir recordatorios de las reuniones y enterarse de los próximos eventos y oportunidades. [Incluir enlace de registro o instrucciones] 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 SEPAG Leaders: Connect, Share, & Grow! RESOURCE DESCRIPTION SEPAG Leaders: Connect, Share, & Grow brought SEPAG parent leaders together for a virtual discussion. Three experienced leaders opened the session by sharing how they grow their membership, run effective and engaging meetings, and build strong district partnerships. Participants then joined breakout-room discussions to continue those conversations, share ideas and resources, and build community. Topics: SEPAG Development Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V1.0; last updated March 10th, 2026 Download the documents below to access a recap of the session. This resource captures the insights and ideas exchanged during the virtual event, offering guidance you can use to strengthen membership, enhance meetings, and build productive district partnerships. Download Recap in English Bajar El Resumen en Español This meeting recap is intended to summarize the main ideas shared by featured leaders and others in breakout room discussions. It is not intended to represent all groups, and The BRIDGE Initiative does not necessarily endorse the views expressed below. 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 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. 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. 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 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. Topics: SEPAG Development Best For: SEPAG Leaders (Parents), SEPAG Leaders (District) < BACK TO RESOURCES V1.0; last updated December 23rd, 2025 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