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Back to Projects Biomedical Excellence Achieved through Coaching Networks (BEACON) National Institutes of Health In partnership with the Center for Advanced Biotechnology and Medicine at Robert Wood Johnson Medical School, the Rutgers University Center for Effective School Practices director Dr. Cynthia Blitz is serving as co-PI on an "Investigation of Professional Coaching as an Intervention to Support the Success of Biomedical Ph.D. Students," an NIH-funded R01 grant coined BEACON. Unlike mentoring and advising, professional coaching involves a collaborative process that helps students enhance strategies, broaden perspectives, and receive feedback to maximize their potential. This study will rigorously test the effects of coaching on short-, medium-, and long-term academic outcomes of professional coaching on biomedical PhD students for the first time. The Center will lead the qualitative and ethnographic research components of the grant, collecting data to understand the mechanisms that contribute to outcomes of professional coaching, for what students, and under what conditions. CESP will conduct interviews and observations to provide rich qualitative context to the study and work alongside study team members to broadly disseminate findings to various communities through publications and presentations. Timeline This project began in September 2023 and is scheduled through June 2028. Sponsorship This project is funded with a $3,000,000 grant from the National Institutes of Health through R01 program [award #1R01GM151687-01]. Project Leaders & Key Personnel Principal Investigator: Dr. James Millonig, Ph.D. MPI: Dr. Loren Runnels, Ph.D. MPI: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers School of Graduate Studies, Biomedical and Health Sciences Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Common Online Math Platforms at a Glance: Reference Sheets Brief Informational Summaries Consise and printable one-pagers summarizing five widely used online math learning platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Suggested Citation Math Platforms at a Glance: Reference Sheet Set . Rutgers University Center for Effective School Practices. (2025, August). https://cesp.rutgers.edu/resource/math-tools-reference-sheets No digital math tool is perfect, and none of them are one-size-fits-all. Designed with teachers' busy schedules in mind - each sheet follows a standardized format to support quick comparison, adoption decisions, and classroom integration, including: Quick Comparisons : At-a-glance information showing grade levels, standards alignment, and access options (desktop, mobile, app). Classroom Applications: How each tool can be used as a full curriculum, for homework, extra practice, and more! Student Experience : What the platform looks and feels like for students, such as game-like adventures, clean workbooks, or somewhere in between. Teacher Insights: Real considerations such as how long diagnostics take, whether dashboards are easy to use, what keeps students motivated, or what features might end up being a distraction. Math Platforms Reference Sheet Set (all) .pdf Download PDF • 2.47MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Outreach for Parent Leaders 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. Topics: Parent Engagement Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V1.0; last updated November 14th, 2025 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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Development Parent Starter Kit RESOURCE DESCRIPTION This comprehensive starter kit provides parent leaders with everything needed to establish a new SEPAG, including an initial guidebook for new parent leaders, ready-to-use sample emails for district outreach, a survey template to help gather starting input, and step-by-step guidance for planning and organizing your first meeting. All materials are designed to streamline your startup process and support your leadership. Topics: SEPAG Formation, SEPAG Development Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V2.0; last updated April 7th, 2026 New parent leaders often feel overwhelmed by the sheer volume and variety of resources available online. This guidebook was created with that challenge in mind, focusing on the most common questions and concerns while presenting information in a clear, organized, and accessible way. Download Where to Start (Guide) Descarga la guía "¿Por dónde empezar?" SEPAG Kickoff Meeting Guidance Your first SEPAG meeting is a great opportunity to connect with other parents in your district. Use this time to talk about what a SEPAG is and what kinds of things you'll work on together. Take time to share your experiences. Use this checklist to guide your preparations! Download the Kickoff Meeting Guidance Flyer in English Descargue el folleto de orientación para la reunión de lanzamiento en inglés. 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 signal from the start that your group is committed to building community and inviting all voices to the table. This template is especially helpful for newer groups or those becoming more parent-led, as it can be used to gather input from families and guide early decisions such as preferred meeting times, formats, and topics. The survey is written in both English and Spanish to support accessibility. Ready-to-Use Sample Emails for District Outreach Connecting with a District Liaison A district liaison 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 Launch [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 be grateful if you would serve as the district liaison to help launch and sustain this effort. The SEPAG leader(s) and the district liaison 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 liaison are not set in stone, and may change as the group develops, but generally include: Coordinate parent outreach • Appr ove and post SEPAG information on the district website and parent portal • Send emails to families of students receiving special education services (or share an email list) 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 meetings Partner with local parents • Serve as the primary district contact for SEPAG leaders for brief monthly check-ins (15–20 min) • 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 liaison 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 liaison can help you make information about the group available on the school district's website. Use the below email to ask your district liaison 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 liaison. 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] Announcing 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: Introducing [District Name]’s New SEPAG – Please Help Spread the Word Attachments : Kickoff Meeting Promotion Flyer Dear [All/Colleagues], We’re pleased to introduce [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 new SEPAG will host around [number] meetings per year, each with a short educational segment and dedicated time for 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. We are thrilled to report that [NAME], Director of Special Education, will serve as the district SEPAG liaison. 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

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 Our People Nedim Yel, Ph.D. Senior Statistician/Researcher e : p : Download CV Education : Affiliations : Biographical Highlights

Back to Projects Formative Assessment New Jersey Department of Education The Center for Effective School Practices at Rutgers University’s Graduate School of Education (RU GSE) received a grant award through the New Jersey Department of Education (NJ DOE) to support the increasing need to improve New Jersey educators’ data literacy to support assessment-driven ELA instruction. The grant award supported a two-year Formative Assessment program, designed to meet the specific needs of the professional learning community at Red Bank Borough Public Schools. The goals and objectives of the program were developed in close collaboration with school leaders in the district, with important input from the NJ DOE. The Formative Assessment program was based on professional learning activities developed with the academic expertise of several RU GSE faculty members – Dr. Flores, Dr. Francois, Dr. Gitomer, and the Project Director, Dr. Blitz. The program was designed to inform and support educators in developing appropriate assessments for improving teaching and students’ academic outcomes. Importantly, the Formative Assessment program activities were developed in the context of the existing educational initiatives in the district, such as the adoption of the Common Core State Standards and teacher evaluation, among others. The Formative Assessment program enabled Red Bank Borough Public Schools’ educators to work productively in collaboration with colleagues by taking advantage of the district’s professional learning networks. Timeline This project began in 2013 and concluded in 2015. Sponsorship This project was conducted with a $700,000 grant from the New Jersey Department of Education. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations N.J. Department of Education Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research An Immersive Virtual Experience to Drive Change in Computer Science Education David J. Amiel & Cynthia L. Blitz In a conference paper titled “An Immersive Virtual Experience to Drive Change in Computer Science Education,” presented at the Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) in 2021, authors David Amiel and Cynthia L. Blitz of the Rutgers Center for Effective School Practices share an experience report about implementing the multi-day Summer Institute professional development retreat for educators that included strategic planning on issues of equity and rigor in computer science education. They also discuss the ways the event was modified to a virtual experience. The goals for development and execution of the virtual Summit Institute were to: Address current challenges faced by teachers during the pandemic Conduct meaningful professional learning tailored to high school teachers, administrators, and school counselors with varying CSE experience, avoiding information-overload Provide uncompromising virtual substitutes for in-person networking, relationship-building, and collaboration spaces Facilitate strategic planning to spark initiatives that reach underrepresented students May 2021 Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Philadelphia, Pennsylvania, USA DOI: 10.1109/RESPECT51740.2021.9620681 This paper details the center's experiences implementing a five-day professional development retreat that includes strategic planning on issues of equity and rigor in computer science education. Citation Amiel, D. J., & Blitz, C. L. (2021). An Immersive Virtual Experience to Drive Change in Computer Science Education. 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) , 1–5. https://doi.org/10.1109/RESPECT51740.2021.9620681 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Middle School Introductory Computer Science Curriculum Crosswalk Explore and Compare Introductory Computer Science Curricula This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. Suggested Citation Middle school introductory computer science curriculum crosswalk . Rutgers University Center for Effective School Practices. (2024, August). https://cesp.rutgers.edu/resource/cs-crosswalk Finding the right introductory computer science curriculum for middle school students is crucial for educators. The Rutgers Middle School Introductory Computer Science Curriculum Crosswalk, accessible online, simplifies 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. It also includes: a clear course description from each curriculum provider and links their websites details about each curriculum's structure, the programming languages used, and how the lessons are organized the cost for classroom use and how the curriculum was funded how often the curriculum is updated information about training available for teachers. This straightforward approach of the Rutgers Middle School Introductory Computer Science Curriculum Crosswalk 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. Explore the Crosswalk Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link