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Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. Finding the right introductory computer science curriculum for middle school students is crucial for educators. The Rutgers Middle School Introductory CS Curriculum Crosswalk has been developed to simplify this process by providing detailed information on eight different curricula. This tool helps teachers by presenting key facts about each option, including its approach to teaching computer science, whether through games, storytelling, or other engaging methods. The crosswalk offers a clear course description from each curriculum provider, access to their website, details about the curriculum's structure, the programming languages used, and how the lessons are organized. It also covers practical details like the cost for classroom use, how the curriculum was funded, how often it's updated, and what kind of training is available for teachers. This straightforward approach allows educators to quickly compare different curricula, understand what each one offers, and decide which is best suited to their students' needs and their teaching goals. Start Exploring Suggested Citation: Center for Effective School Practices (2024). Middle School Introductory Computer Science Curriculum Crosswalk . Rutgers University. https://www.rutgerseir.com/post/ curriculum-crosswalk Suggested Citation: Center for Effective School Practices. (2024). Middle School Introductory Computer Science Curriculum Crosswalk [Online tool]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/ms-cs-curriculum-crosswalk/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Middle School Introductory Computer Science Curriculum Crosswalk

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Making Reading Time Count: How to Choose the Right Book Belal Jonaid, Research Communications Specialist This piece explores how parents and caregivers can make shared reading time more meaningful by choosing books that match a child’s interests, abilities, and learning needs. It offers practical guidance for finding engaging, appropriately challenging texts, highlights the valuable role educators and librarians can play in the selection process, and shares key signs that can help families determine whether a book is the right fit for a young reader. Return to Blog In the face of declining reading skills, many parents actively look for ways to mold their children into lifelong readers. Research consistently shows that one of the best ways to achieve that is by reading together. This begs the question, however: how do you find the right book for your child? Choosing texts your children will find accessible yet stimulating enough to really stretch them can be a challenge. Here are some ways to choose books that make reading time both enjoyable and useful. Sparking Joy Children are more likely to read when they care about a topic. Whether your child is interested in animals, sports, or art, choosing a book that connects to those interests can make reading feel more enjoyable and less like a chore. Medium or format matters here as well. Newer readers and visual learners might prefer graphic novels, while children who enjoy language itself might be interested in poetry. Reading regularly and with more confidence might allow your child to begin reading across more diverse formats eventually. Choosing books that match your child’s interests can also help boost engagement. Young readers are likelier to continue reading when they encounter unfamiliar words or challenging concepts in a book they find intriguing to begin with. Research on the topic demonstrates that children are more likely to remain focused when they read material they find interesting than when they read texts towards which they have neutral attitudes. Team up with the Literacy Experts Luckily you don’t have to figure this out alone. Your child’s school district is packed with professionals, and understanding the resources available to you is important. Classroom teachers: Consulting with teachers can be a great way to gauge your child’s reading level before selecting books. They can give you an accurate snapshot of your child’s current reading level and suggest specific titles. Remember that educators are working with grade-level appropriate texts in classrooms themselves! School librarians: Librarians at your child’s school understand best what titles and series are popular with different age groups and can help recommend hidden gems based on your child’s specific interests. Just sending a quick email to your school librarian asking for recommendations on different topics can help kickstart your shared reading journey. Reading specialists and case managers: If your child struggles with reading, these professionals can offer targeted guidance. Communicating with reading specialists and case managers can help prevent you from choosing texts that might be too challenging for your child. While You Read Reading together with your child in a structured environment can be helpful as well. In this environment, monitoring how a child engages with the text is key. Important things to look out for include if your child encounters too many unfamiliar terms, consistently stops to decode terms, is frequently frustrated, or exhibits difficulty understanding context. On the other hand, fluency and consistent engagement with the text are often signs that the book is at an appropriate reading level. Sometimes it can be too easy to adopt a “sunken cost” approach, where it might feel like an obligation to stick to a book you have already started. It is important to avoid that and simply stop reading a book if it isn’t clicking with your child! If your child is losing interest, reading becomes a battle, or comprehension remains low, it might be time to look for another book. Think of reassessing and changing books as being about finding a better match instead of giving up. Happy Reading! Finding that “just right” book can be a journey of trial and error, but it’s not one you have to take alone. Consult with educators and experts, trust the science, and follow your child’s lead. Once time with a book starts to feel less like a chore and more like a choice, you are demonstrating that reading is an adventure worth undertaking. References Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (2021). Interestingness of children's reading material. In Aptitude, learning, and instruction (pp. 287-300). Routledge. Lawson, B. (n.d.). What is the science of reading? The Reading League. https://www.thereadingleague.org/what-is-the-science-of-reading/ Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The impact of interactive shared book reading on children's language skills: A randomized controlled trial. Journal of Speech, Language, and Hearing Research , 63 (6), 1878-1897. 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 Our People Solangel Troncoso, Ph.D. Research Associate e : p : solangel.troncoso@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : Ph.D., Psychology, Women’s and Gender Studies; University of Michigan M.S., Psychology; University of Michigan B.A., Psychology, Women’s and Gender Studies; Rutgers University Affiliations : American Psychological Association (APA) Biographical Highlights ￫ Mixed-methods researcher with expertise in qualitative and quantitative approaches to studying equity and access in education ￫ Experienced in program evaluation, family and community engagement, and applied research that informs practice and policy ￫ Published scholar with peer-reviewed articles on gender, adolescent development, and resilience factors contributing to academic success Solangel Troncoso is a Research Associate at Rutgers CESP, where she contributes to applied research and community-engaged initiatives with a focus on advancing educational excellence for all learners. At CESP, she supports resource curation, development, and the provision of high quality technical assistance within the BRIDGE initiative as well as conducting qualitative research that centers the perspectives of learners, educators, and community members. Solangel has a strong background in mixed-methods research, program evaluation, and family and community engagement. She has experience in research design, participant recruitment, data collection, and analysis, and has published in peer-reviewed journals on topics related to gender, adolescent development, and educational equity. Her work has included qualitative studies on parent-adolescent communication among Latino youth and research examining resilience factors that contribute to academic success. Prior to joining CESP, Solangel worked with education access organizations in New Jersey, where she supported students and families in navigating academic opportunities and college readiness. Solangel holds a Ph.D. in Psychology and Women’s and Gender Studies from the University of Michigan, where she also earned her M.S. in Psychology. She completed her B.A. in Psychology and Women’s and Gender Studies at Rutgers University.

Back to Our People Tara Rossi, Ed.D. Assistant Superintendent e : p : Education :

Back to Research Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education Cynthia L. Blitz & David J. Amiel Presented at the 17th Annual International Conference of Education, Research, and Innovation by Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel, this paper provides an in-depth analysis of the center's virtual Computer Science District Leadership Summit. The analysis focuses on the summit's design, implementation, and efficacy. The central objective of the summit was to engage school and district leaders in the advancement of K-12 computer science education (CSE), with a specific emphasis on promoting inclusive CSE practices and developing strategies to navigate educational disruptions through targeted leadership engagement and collaborative learning best practices. To optimize virtual participation, the summit leveraged Zoom for interactive sessions and strategically organized breakout rooms tailored to district size and CSE development stage. It featured keynote presentations, exemplar district case studies, and structured networking opportunities. The summit's overarching goals were to: furnish leaders with current information on CSE policies; facilitate engagement and reflection on CSE efforts during a period of disruption; share actionable resources; and leverage learning standards. Structured networking sessions were designed to catalyze collaboration among leaders from diverse educational settings, fostering organic discussions to enhance shared learning and community building. Post-event assessments, derived from participant surveys and follow-up interviews, underscored the value of peer-to-peer learning and model practices shared by districts. Drawing from these insights, this conference paper explores implications for future CSE leadership summits and similar supports, accentuating participant agency, hybrid event models, collaborative learning, and practical implementation strategies as pivotal components for driving enduring educational change. By leveraging collaborative learning and associated platforms, such endeavors can effectively support educational leaders amidst shifting educational priorities, ensuring a more inclusive and resilient approach to CSE and its ongoing enhancement. November 2024 17th Annual International Conference of Education, Research and Innovation (ICERI) Seville, Spain DOI: 10.21125/iceri.2024.0794 This in-depth analysis reviews a virtual summit to engage school and district leaders for advancing K-12 computer science education, with emphasis on promoting inclusive practices and strategies to navigate educational disruptions. Citation Blitz, C. L., & Amiel, D. J. (2024). Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education. Proceedings of the 17th Annual International Conference of Education, Research and Innovation , 3052–3056. https://doi.org/10.21125/iceri.2024.0794 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. In this lesson, students explore the concept of computing innovations—new or improved technologies that rely on computing in some way. They will analyze real-world examples using a structured framework and then create an infographic showcasing a computing innovation of their choice. Through this lesson, students can connect their real-world experiences to computer science and broaden their understanding of the discipline, all while thinking critically about the world and technologies around them. This lesson package includes the following: Lesson Plans; with timing and student learning standards (NJSLS) Assignment Description; ready to be added to an LMS or printed Grading Rubric; out of 40 points Student worksheet; ready to be added to an LMS or printed Presentation slides! Computing Innovations Infographic - Lesson Plan & Overview .docx Download DOCX • 346KB Computing Innovations Infographic - Assignment Description .docx Download DOCX • 2.37MB Computing Innovations Infographic - Student Worksheet & Research Template .docx Download DOCX • 396KB Computing Innovations Infographic - Grading Rubric .docx Download DOCX • 2.37MB Computing Innovations Infographic - Slides .pptx Download PPTX • 27.57MB Suggested Citation: Center for Effective School Practices. (2025). Computing Innovations Infographics [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/computing-innovations-infographics/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Computing Innovations Infographics

This in-person professional learning event provided an overview of how artificial intelligence is utilized to transform education in New Jersey. Key trends, innovations, and ethical considerations were discussed to help inform decisions about AI adoption. This event was co-hosted by the Center for Effective School Practices at Rutgers University, the New Jersey Association of Latino Administrators and Superintendents, the Middlesex County Magnet Schools, and the New Jersey Association of Educational Leaders. The event opened with remarks from the Superintendent of Middlesex County Magnet Schools Jorge Diaz and an AI Keynote by Dr. Michael Conner from Agile Evolutionary Group. Breakout discussions focused on ways that AI can enhance MTSS systems, project-based learning efforts, and supports for ELL students. The event concluded with a panel discussion from experts in this space. A list of AI-based resources for educators was shared with event attendees, which is available for download below. List of Generative AI Tools for Educators .docx Download DOCX • 22KB Suggested Citation: Center for Effective School Practices. (2023). AI in K-12 Education: NJ Executive Briefing [Event archive]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/ai-executive-briefing/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources AI in K-12 Education: NJ Executive Briefing

Back to Our People Tara Rossi, Ed.D. Assistant Superintendent e : p : Download CV Education : Affiliations : Biographical Highlights

OUR PEOPLE The Team at Rutgers CESP At Rutgers CESP, our strength lies within our people. In addition to a core team bringing decades of experience in research, evaluation, analytics, and project management, CESP has a rich network of collaborators to bring the right expertise to every area of our work. Dr. Cynthia L. Blitz, Ph.D. Executive Director & Research Professor Dr. Cynthia L. Blitz is the Executive Director of the Center for Effective School Practices (CESP) and a Research Professor at the Rutgers University Graduate School of Education (RU-GSE). A nationally recognized leader in applied research and evaluation, Dr. Blitz focuses on advancing evidence-based practices that bridge the gaps among research, practice, and policy. Her work centers on generating new knowledge through high-quality research and evaluation and facilitating its application to practice and policy. She is committed to building the capacity of professional and organizations within and beyond the traditional boundaries of education. Widely regarded for her expertise with research-practice partnerships (RPPs) and professional learning communities (PLCs), Dr. Blitz frequently works to forge and maintain productive partnerships and promote the institutionalization of informed decision-making routines. Under Dr. Blitz’s leadership, Rutgers CESP has emerged as a premier applied translational research and evaluation center. She leads an agile team and maintains a rich network of collaborators to grow and carry out a diverse, multi-million-dollar portfolio of federal, state, and philanthropic grants and contracts. Dr. Blitz holds a Ph.D. in Social Welfare from the University of Pennsylvania and an M.A. in Applied Anthropology from American University. Her work has been featured in top academic journals and presented at national conferences, the International Journal of Law and Psychiatry, the American Journal of Public Health, and Education Sciences. View Dr. Blitz's Profile The Rutgers CESP Team Vivian Allen Associate Director Taylor Clough Research Associate Anna Lasek Communications Assistant David Amiel Research Analyst Solangel Troncoso Research Associate Colin Sullivan AI Developer Robert Zywicki Superintendent in Residence Iman Basit Research Analyst Monique Dujue Wilson Family Engagement Specialist Our Partners People Departments Organizations Districts Daryl Detrick CS Educator & Advocate Warren Hills Regional High School Maria Salinas Founder & CEO DES Group, LLC Teresa G. Duncan, Ph.D. President & Founder Deacon Hill Research Associates Fran P. Trees, D.P.S. Teaching Professor RU Department of Computer Science Danielle Morgenroth Asst. Principal, Curriculum & Learning Boonton Township Public Schools Itzhak Yanovitzky, Ph.D. Professor/Health and Wellness Chair RU SC&I Tara Rossi, Ed.D. Assistant Superintendent Sparta Township Public Schools Nedim Yel, Ph.D. Senior Statistician/Researcher Data Analysis & Statistical Solutions Data Analysis and Statistical Solutions National Alliance on Mental Illness, NJ Deacon Hill Research Associates Problem Solutions Dissemination Engagement Strategy Group, LLC The Arc of Ocean County George Street Playhouse Click the icons to view partner spotlights! 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Back to Our People Robert Zywicki, Ed.D., M.B.A. Superintendent in Residence e : p : rzywicki@gse.rutgers.edu (732) 564-9100 x10 Education : Ed.D.; Saint Peter's University M.B.A.; The University of Iowa Tippie College of Business M.A.; Saint Peter's University B.A.; Rutgers University Dr. Robert R. Zywicki is a dynamic and innovative educational leader with over two decades of experience transforming educational organizations. His expertise spans multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, project-based learning, and school finance, consistently delivering measurable results in student achievement and organizational effectiveness. A proven change agent, Dr. Zywicki's tenure as a two-time PK-12 Superintendent of Schools is marked by significant accomplishments including increased graduation rates, expanded special education inclusion, and successful implementation of major capital projects. His transformative leadership has earned numerous accolades, including recognition as a District Thought Leader by Future Ready Schools, a "Superintendent to Watch" by the National School Public Relations Association, and the "Friend of Education" award from the NJEA for "extraordinary contributions to the profession." As an insightful graduate professor, sought-after keynote presenter, and trusted advisor to scores of urban, suburban, and rural districts, Dr. Zywicki delivers strategic coaching to educational organizations and governance boards nationwide. His expertise has been recognized by universities and state agencies, leading to appointments on advisory boards shaping literacy standards, computer science curriculum, interdistrict school choice, and the allocation of federal funds for at-risk learners. Notably, Dr. Zywicki played an instrumental role in the reopening of New Jersey's schools in September 2020, co-authoring the NJDOE's Road Back COVID-19 reentry manual. He has been featured in articles, podcasts, and webinars by Education Week, District Administration, School Administrator, and ASCD. Beyond his professional achievements, Dr. Zywicki demonstrates his commitment to community through coaching youth lacrosse, football, and basketball, and has served as an elected member of his local board of education. His unwavering passion for personalized learning drives his mission to make a meaningful difference for ALL students. Dr. Zywicki is renowned for energizing educational teams and equipping them with actionable strategies to drive meaningful change. His innovative approaches to leadership, instruction, and technology integration continue to open new possibilities for students across the United States.