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

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

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

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

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

Back to Research Accessible Data Dashboards & Visualizations as Pragmatic Planning Tools for Educators David J. Amiel Educators and administrators are surrounded by data, whether it is routinely collected, generated passively by learning management systems, or gathered through learning activities and assessments. With this data, educators can effectively differentiate and scaffold instruction, and administrators can make informed decisions about resource allocation, course offerings, and curriculum articulation. However, this is only possible if data is mobilized, which requires it to be faithfully interpreted, accessibly presented, and situated within qualitative contexts. In this presentation, through real-world examples and case studies, we demonstrate several ready-to-use techniques, tools, and dashboards intended to infuse informed data-use into educational decision-making. Learning objectives: Learn accessible data pipelines to organize, summarize, and visualize educational data (such as academic performance or student enrollment) Learn how to translate findings from educational data into meaningful and informed change to promote educational equity and achievement Learn the importance of situating data analyses within a broader, qualitative context to gain a deeper, more nuanced understanding November 2023 Tech Tactics in Education: Data and IT Security in the New Now Orlando, Florida, USA Through real-world examples and case studies, this presentation demonstrates ready-to-use techniques, tools, and dashboards for infusing informed data use into educational decision making. Citation Amiel, D. J. (2023, November 7). Accessible Data Dashboards and Visualizations as Pragmatic Planning Tools for Educators [Conference presentation]. Tech Tactics in Education: Data and IT Security in the New Now, Orlando, FL. https://techtacticsineducation.com/events/data-and-security-2023/sessions/tuesday/accessible-data-dashboards-and-visualizations-as-pragmatic-planning-tools-for-educators.aspx View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Family Engagement in Literacy Connecting Families with At-Home Literacy Supports Thanks for visiting! This page is still under development, and more content will be available soon. THE BRIDGE INITIATIVE | MAJOR FOCUS AREA Special Education, Family Engagement, & Literacy Strong literacy skills are the foundation for success across all areas of learning. Reading development happens in stages, from early phonemic awareness and decoding to fluent reading and comprehension of complex texts. Effective literacy instruction is structured, systematic, and responsive to each student's needs, whether they're just beginning to read, building fluency, or developing advanced comprehension skills. Schools use various assessments and data to understand where students are in their reading development and what instruction or interventions will help them progress. Families play a critical role in literacy development. When families understand how reading is taught, what their child is working on, and what progress looks like, they can provide meaningful support at home through reading together, asking questions about texts, and reinforcing skills in everyday activities. Families also offer important perspectives on their child's interests, reading habits, and confidence as a reader: insights that help educators tailor instruction to be more engaging and effective. SCHOOL PARTNERSHIP OPPORTUNITY Family Engagement in Literacy Partnerships The BRIDGE Initiative works directly with schools to advance family engagement at the intersection of literacy and special education. Partnerships look different depending on the school—we might work together on strengthening how your school communicates with families about reading, making progress data more accessible and useful for parents, or developing practices that make family engagement around literacy a routine part of your work. If your school is interested in exploring this kind of partnership, reach out to us to set up a conversation. We'll learn about your current practices and goals, and work together to figure out where we can be helpful. Request More Information The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Parent Outreach: Grow Membership RESOURCE DESCRIPTION Adapt and use these materials to promote your SEPAG and encourage parent participation. Written in a parent-to-parent voice, this collection includes customizable: Sample Text for newsletters, emails, or social media posts Print Materials for distribution at school events, community spaces, or even at the bus stop! 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. RESOURCE INFORMATION V1.0; last updated November 14th, 2025 Topics: Parent Engagement Audience: SEPAG Leaders (Parents) Language: English, Spanish See all Resources 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 your 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! I'm here to help connect you with information and answer questions about our SEPAG. Not sure if we're the right place for your concern? Reach out anyway - I'm happy to point you in the right direction! About Your SEPAG : Our district's SEPAG is a group where parents of students with disabilities meet with district leaders to discuss 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 the people making decisions. 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 school district. 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. That 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: Every parent or caregiver of a student receiving special education services in [District Name] is welcome at our SEPAG - whether your child attends school 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 presentation 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. See you there? 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 - no strings attached. 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 sobre Educación Especial (SEPAG) de nuestro distrito. Me uní porque quería ayudar a mejorar los programas de educación especial para todos nuestros hijos. Si tiene alguna pregunta sobre el grupo o desea obtener más información, ¡no dude en ponerse en contacto conmigo! Me convertí en líder del SEPAG porque experimenté [desafío/brecha] y quería ayudar a mejorar las cosas para otras familias. ¿Lo mejor? ¡He aprendido mucho sobre los programas de educación especial y he conectado con padres increíbles en el camino! Como líder del SEPAG, mi función es ayudar a facilitar nuestras reuniones, compartir información con las familias y transmitir las perspectivas de los padres a los líderes del distrito. Pero también soy solo otra madre que navega por la educación especial: ¡todos estamos aprendiendo juntos! Estoy aquí para ayudarle a conectarse con la información y responder preguntas sobre nuestro SEPAG. ¿No está seguro de si somos el lugar adecuado para su inquietud? Póngase en contacto de todos modos, ¡estaré encantada de orientarle en la dirección correcta! Acerca de su SEPAG : El SEPAG de nuestro distrito es un grupo en el que los padres de alumnos con discapacidades se reúnen con los líderes del distrito para debatir sobre los programas y servicios de educación especial. Es un requisito de la legislación de Nueva Jersey y nos proporciona una vía directa para compartir nuestras experiencias e ideas con las personas que toman las decisiones. Nuestro SEPAG se centra en mejorar los programas y servicios para TODOS los estudiantes con discapacidades de nuestro distrito. No somos un grupo de defensa de los problemas individuales de los estudiantes, que deben dirigirse directamente al administrador del caso de su hijo o al director de educación especial. En cambio, nos centramos en el panorama general y trabajamos CON el distrito para generar un cambio positivo. ¿Quiere saber más sobre nuestro SEPAG? Visite [sitio web] para ver los horarios de las reuniones, las presentaciones anteriores, los recursos y la información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] o encontrarnos en [Facebook/plataforma de redes sociales]. ¿Es nuevo en nuestro SEPAG? Consulte [sitio web/grupo de Facebook] para obtener información sobre las reuniones, preguntas frecuentes y recursos. También puede ponerse en contacto con [persona de contacto] en [correo electrónico] si tiene alguna pregunta. Cómo funciona su SEPAG : Los SEPAG recopilan opiniones de familias de todo el distrito, identifican patrones y presentan los resultados a nuestro distrito escolar. Nuestras ideas y perspectivas ayudan a introducir cambios en la educación especial. ¿Cuál es la diferencia entre un SEPAG y un grupo de defensa? Los SEPAG abordan cuestiones a nivel del sistema, como la accesibilidad de los programas, los servicios de transición o la asignación de recursos. Nos centramos en ideas que benefician a grupos de estudiantes para mejorar la educación especial en nuestro distrito. Nuestro SEPAG se reúne [frecuencia] para debatir temas a nivel del sistema, como programas de transición, prácticas de comunicación o asignación de recursos. Recopilamos opiniones de las familias, identificamos patrones y presentamos recomendaciones a los responsables del distrito. Se trata de realizar cambios que beneficien a grupos de estudiantes, no de abordar preocupaciones individuales. ¿Cómo influye realmente el SEPAG en el cambio? Compartimos las opiniones de los padres directamente con el Departamento de Servicios Especiales de nuestro distrito. Cuando los administradores comprenden lo que están viviendo 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 ocurre día a día, no solo lo que aparece en el manual. Cuando colaboramos con los líderes del distrito para compartir esas experiencias reales, juntos podemos identificar qué sistemas funcionan y cuáles necesitan mejorar. Esa colaboración fortalece la educación especial para todos. Los líderes del distrito pueden conocer a fondo la ley de educación especial, pero los padres saben lo que es navegar por estos sistemas con sus hijos. Cuando unimos ambas perspectivas, podemos convertir las políticas que parecen buenas sobre el papel en programas que realmente funcionan para las familias. La preocupación de un padre puede verse como un problema aislado. Pero cuando los miembros del SEPAG comparten experiencias similares, se revelan patrones a nivel del sistema que el distrito debe abordar. A través de esta colaboración, nuestra voz colectiva ayuda a dar forma a mejores programas y servicios. Cómo la colaboración genera cambios: He aquí un ejemplo real de colaboración en acción: varios padres mencionaron su confusión sobre [el proceso/la política] → el SEPAG debatió el patrón → colaboramos con los líderes del distrito para proponer una comunicación más clara → el distrito creó [un nuevo recurso/cambió la práctica]. Eso es lo que ocurre cuando las familias y las escuelas trabajan juntas. El cambio no siempre significa grandes cambios 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 colaboración de SEPAG ha dado lugar tanto a pequeños logros como a importantes mejoras en el sistema. Cuando los padres quisieron saber más sobre [temas como la planificación de la transición, la tecnología de asistencia o la preparación para la universidad], nos asociamos con el distrito para traer a un ponente. 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 colaboración con los líderes del distrito, nuestro SEPAG ha trabajado en [mencione un ejemplo específico si está disponible, o: mejorar los programas de transición, mejorar la comunicación con las familias e identificar las deficiencias en los servicios]. ¡El cambio se produce cuando los padres y los distritos colaboran en torno a mejoras a nivel del sistema! Basándonos en los debates colaborativos del SEPAG, nuestro distrito ahora [cambio específico como: envía recordatorios de las reuniones del IEP con dos semanas de antelación en lugar de una, ofrece opciones de reuniones virtuales, proporciona servicios de traducción, ha creado una biblioteca de recursos para padres]. Estos cambios a nivel del sistema provienen directamente de nuestra colaboración. Los padres de nuestro SEPAG compartieron sus preocupaciones sobre [tema], por lo que nos asociamos con los líderes del distrito para organizar una presentación con [experto/orador]. Asistieron más de [número] familias y, juntos, utilizamos esos comentarios para [medida tomada]. ¡Esa 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 y preocupaciones. ✅ Conectar con otros padres. ✅ Aprender sobre programas y servicios. ✅ Aportar ideas a los líderes del distrito. ✅ Ayudar a mejorar los resultados de los estudiantes con discapacidades. Sin presión, sin compromisos, solo padres que marcan la diferencia. ¿Nos vemos allí? La participación en el SEPAG puede ser diferente para cada persona. Algunos miembros acuden 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 haz lo que mejor le convenga a tu familia! ¿Te preguntas qué sucede en una reunión del SEPAG? Normalmente [breve resumen de la agenda, como: escuchar las novedades de los líderes del distrito, debatir un tema específico o escuchar a un ponente invitado, dividirnos en pequeños grupos o mantener un debate abierto e identificar los siguientes pasos]. Las reuniones suelen durar [tiempo] e incluyen un turno de preguntas. Cómo participar: ¿Listo para unirse a nosotros? Nuestra próxima reunión es el [fecha/hora] en [ubicación o enlace virtual]. No es necesario confirmar asistencia, ¡solo tiene que venir! ¿Tiene alguna pregunta? Póngase en contacto con nosotros en [correo electrónico/teléfono]. ¿No está seguro de si SEPAG es para usted? Venga a UNA sola reunión, sin compromiso. Vea de qué se trata, conozca a otros padres y decida si quiere volver. 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 correo electrónico] o comuníquese con un líder de SEPAG si tiene preguntas o inquietudes. ¡Queremos saber de usted de la manera que le resulte más conveniente! Visite [sitio web/página de Facebook] para obtener más información sobre nuestro SEPAG, ver nuestro calendario de reuniones, acceder a recursos y encontrar información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] con sus preguntas o para que lo agreguemos a nuestra lista de correo. ¿Te interesa asumir un papel de liderazgo? Siempre estamos buscando padres dispuestos a ayudar a facilitar las reuniones, comunicarse con las familias o servir de enlace con los líderes del distrito. Es una forma estupenda de tener un impacto aún mayor. Ponte en contacto con [contacto] para obtener más información. ¿Hay algún tema que te gustaría que nuestro SEPAG debatiera? ¿Algún ponente que creas que deberíamos escuchar? ¿Alguna idea para mejorar la educación especial en nuestro distrito? ¡Háznoslo saber! Póngase en contacto con [correo electrónico/nombre del líder] o coméntelo en nuestra próxima reunión el [fecha]. Únase a nuestro [grupo de Facebook/lista de correo electrónico/grupo de recordatorios] para mantenerse en contacto entre reuniones, recibir recordatorios de reuniones e informarse sobre próximos eventos y oportunidades. [Incluya el enlace de inscripción o las instrucciones] Print Materials Use these print-ready materials to promote your SEPAG at school events, community locations, or anywhere families gather. Both formats explain what your SEPAG is, why participation matters, and how to get involved. Customize with your group's meeting information and contact details, then print the letter-sized version for posting on bulletin boards, including in take-home folders, or distributing at back-to-school night. Use the smaller format for quick handouts at IEP meetings, school offices, or events where families need something compact they can easily take with them. US Letter (8.5" x 11") : Use This Template (Canva) Postcard (6" x 4") : Use This Template (Canva) 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

Back to Research Recruiting Diverse Learners to Computer Science Education Cynthia L. Blitz, Vivian Allen, & David J. Amiel This presentation discussed practical strategies and techniques for recruiting diverse learners to computer science education. The session covered four key areas: communication strategies that emphasize knowing your audience and tailoring messages effectively; institutional practices including structural and cultural changes needed to support CS education; outreach initiatives such as events, clubs, summer experiences, and parent engagement; and instructional practices that incorporate content pedagogical knowledge and culturally responsive teaching. The presentation highlighted real-world examples from schools that have successfully increased CS enrollment through targeted recruitment efforts, cross-curricular integration, coordination between middle and high schools, and the creation of supportive learning environments. Special attention was given to addressing persistent inequities in participation and performance of women and underrepresented minorities in computer science education. June 2020 2020 Pennsylvania Computer Science For All Summit Harrisburg, Pennsylvania, USA This presentation discussed practical strategies for recruiting diverse learners to CS education, covering communication, institutional practices, outreach initiatives, and instruction. Citation Blitz, C. L., Allen, V., & Amiel, D. J. (2020, June 24). Recruiting Diverse Learners to Computer Science Education [Conference presentation]. 2020 Pennsylvania Computer Science For All Summit, Harrisburg, PA. https://www.pattan.net/Events/On-line-Courses/Course-2736/Events/Session-34589 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link