The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Home Reinforcement Guide: Read Aloud Strategies RESOURCE DESCRIPTION This resource introduces families to a read-aloud routine and dialogic reading strategies that transform shared reading into an interactive learning experience. It walks caregivers through a Before-During-After framework for shared reading and explains two research-backed strategies (PEER and CROWD) for prompting meaningful conversation at any point in a story. Examples drawn from popular children's books illustrate how to ask questions, expand vocabulary, and connect stories to real life. Topics: Home Activities, Literacy Support Best For: Parents/Caregivers < BACK TO RESOURCES V1.0; last updated May 3, 2026 Click Here to Download 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 What is NJTSS? A Family Reference Sheet RESOURCE DESCRIPTION This BRIDGE Family Reference Sheet explains how New Jersey schools use NJTSS to provide academic, behavioral, social-emotional, and health-related supports for students. It walks through the three tiers of intervention, the difference between universal screening and progress monitoring, and how NJTSS connects with special education (and where the two differ). A "Family Insights" section identifies the observations from home most useful to share with teachers or problem-solving teams, along with practical ways families can reinforce school-based supports. Topics: Parent Engagement, NJTSS, Reference Best For: Parents/Caregivers < BACK TO RESOURCES V1.0; last updated June 6th, 2026 Click Here to Download 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 Our People Suzanna Schmeelk, D.P.S., Ed.D. Associate Professor of Cybersecurity e : p : Education :

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 Nedim Yel, Ph.D. Senior Statistician/Researcher Data Analysis & Statistical Solutions Teresa G. Duncan, Ph.D. President & Founder Deacon Hill Research Associates Suzanna Schmeelk, D.P.S., Ed.D. Associate Professor of Cybersecurity St. John's University, Danielle Morgenroth Asst. Principal, Curriculum & Learning Boonton Township Public Schools Fran P. Trees, D.P.S. Teaching Professor RU Department of Computer Science Tara Rossi, Ed.D. Assistant Superintendent Sparta Township Public Schools Itzhak Yanovitzky, Ph.D. Professor/Health and Wellness Chair RU SC&I 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 Suzanna Schmeelk, D.P.S., Ed.D. Associate Professor of Cybersecurity e : p : Download CV Education : Affiliations : Biographical Highlights

NEWS & BLOG Monday, June 22, 2026 Welcome to the CESP Team: Iman Basit We’re excited to welcome Iman Basit to the CESP team. Drawing on experience in education, public policy, and workforce development, Iman brings expertise in data analysis, program evaluation, and translating research into actionable insights that support educators, school systems, and policymakers. Read More Monday, June 22, 2026 Welcome to the CESP Team: Colin Sullivan We’re excited to welcome Colin Sullivan to the CESP team. Drawing on a background in software development, artificial intelligence, and computing education, Colin is helping build innovative tools that make educational research and resources more accessible, actionable, and useful for educators and decision-makers. Read More Tuesday, June 2, 2026 Poster Highlight: School-Based Depression Screening Presented at the 2026 Society of Behavioral Medicine Annual Meeting, this poster examines the readiness of parents, educators, and mental health professionals to implement universal school-based depression screening. The findings offer insights into the opportunities, concerns, and resources needed to support student mental health through early identification and intervention. Read More Monday, January 19, 2026 Project BEACON Update The Biomedical Excellence Achieved through Coaching Networks (BEACON) is moving into its second year, and the research team has been busy building momentum across Rutgers. While results from the study are still ahead, the project is well underway and continuing to expand as researchers explore how professional coaching might support biomedical PhD students. Read More Monday, September 22, 2025 A New Way to Look at Online Math Platforms: Our Reference Sheets! The new "Math Platforms at a Glance" Reference Sheets give teachers a clear look at major digital math platforms like Khan Academy, IXL, and DreamBox. This free resource offers practical comparisons, classroom insights, and tips to find the best fit for every teaching style and purpose. Read More Load More

Professional learning for educational leaders faces a persistent problem: the gap between an inspiring session and meaningful change back at the office. Collaborative learning communities offer a powerful response, but simply bringing leaders together doesn't guarantee that what they learn will stick. In this article, Dr. Blitz and Mr. Amiel from Rutgers University's Center for Effective School Practices offer a practical, research-informed framework for closing that gap. Organized around three phases (before, during, and after collaborative learning events) the authors outline concrete strategies for designing experiences where translation into practice is built in. From pre-assessing participants and structuring intentional groupings, to facilitating real-time resource co-creation and actionable sharing prompts, to maintaining peer-driven accountability long after the event ends, the framework treats each phase as an opportunity to move leaders closer to implementation. Drawing on research in translation and implementation sciences alongside firsthand examples from research-practice partnerships and communities of practice, the piece is written for anyone who designs, facilitates, or participates in professional learning for school and district leaders. Click Here to Download the Brief Suggested Citation: Blitz, C. L., & Amiel, D. J. (2026). Designing for Translation: Collaborative Leadership Learning that Leads to Action . Rutgers University Center for Effective School Practices. https://cesp.rutgers.edu/eir-resource-library/designing-for-translation%3A-leadership-learning-that-leads-to-action . Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Designing for Translation: Collaborative Learning that Leads to Action

Back to Our People Taylor Clough, M.S.W. Research Associate e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University 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 Clinical Social Worker (LCSW) 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 MSW 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 The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education Itzhak Yanovitzky & Cynthia L. Blitz Schools and districts continue to struggle with implementing data-informed decision-making, considered a powerful driver of school improvement and student achievement. “The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education,” authored by Rutgers research professors Itzhak Yanovitzky and Cynthia L. Blitz and presented at the Ninth International Conference on Education and New Learning Technologies (EDULEARN17), introduces the COM model as a means for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations. Topics discussed in the paper include: Effective data-based collaborations that may facilitate institutionalization of data use routines are not well articulated. Key COM components and mechanisms that can productively guide the design, implementation, and evaluation of collaborative data use interventions, as extracted from an integrative review of the research utilization literature on data use in teams. Findings relative to individual- and team-level COM variables. The placement of “data use” on a behavioral continuum that can inform the design and implementation of interventions and collaborative structures tailored to educators and organizations. The use of COM for connecting program inputs to outcomes and for diagnosing areas that could benefit from targeted investments. July 2017 9th International Conference on Education and New Learning Technologies Barcelona, Spain DOI: 10.21125/edulearn.2017.2329 This paper describes the capacity-opportunity-motivation model for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations in education. Citation Yanovitzky, I., & Blitz, C. L. (2017). The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education. Proceedings of the 9th International Conference on Education and New Learning Technologies , 5895–5901. https://doi.org/10.21125/edulearn.2017.2329 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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