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Back to Research An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel In an era where digital technology has transformed mathematics education, particularly accelerated by the COVID-19 pandemic, educators face the challenge of selecting and implementing effective online learning tools. This comprehensive research presents findings from an in-depth exploration of five widely used mathematics teaching platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Conducted by seasoned educators and educational researchers, the study combines systematic information gathering with educator-informed analysis to provide practical guidance for classroom integration. The research covers both logistical considerations such as pricing, technical requirements, and accessibility, as well as instructional design elements including scope and sequence, lesson formats, and assessment strategies. Each platform is examined through a structured framework that facilitates direct comparisons while highlighting unique features and strengths. The study reveals how these tools support blended learning environments through various approaches to adaptivity, student engagement, and personalized instruction. ALEKS emphasizes AI-driven diagnostics and frustration-free learning, while Beast Academy uses a graphic novel format for younger students. DreamBox focuses on gamified standards-aligned instruction, IXL provides comprehensive skill-building with real-time diagnostics, and Khan Academy offers free video-based instruction across all grade levels. The paper emphasizes that effectiveness depends significantly on matching tools to specific classroom goals, contexts, and student populations, providing educators with valuable perspectives for both selecting new resources and optimizing tools already in use. June 2025 17th International Conference on Education and New Learning Technologies (EDULEARN) DOI: 10.21125/edulearn.2025.1577 A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. Citation Vradenburgh, J., Blitz, C. L., & Amiel, D. J. (2025). An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators. Proceedings of the 17th International Conference on Education and New Learning Technologies , 6415–6420. https://doi.org/10.21125/edulearn.2025.1577 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says Cynthia L. Blitz Cynthia L. Blitz of the Rutgers Center for Effective School Practices conducted a literature review, titled “Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says,” for presentation in 2013 by the Regional Educational Laboratory Mid-Atlantic through the Institute of Education Sciences, U.S. Department of Education. Key findings as presented in the review publication: Studies find that online communities of educators can achieve the goals of professional learning communities (PLCs), but the research is methodologically limited – and too fragmented to offer clear prescriptions.The literature reflects current thinking and practice mainly for traditional PLCs, with discussions of online PLCs generally focused on how to move traditional PLC activities online. The aim is to expand opportunities for teachers to reflect and collaborate without the usual limitations of time, space, and pace. September 2013 Regional Educational Laboratory Mid-Atlantic National Center for Education Evaluation and Regional Assistance Institute of Education Sciences, U.S. Department of Education Report REL 2013–003 Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Citation Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says (Descriptive Study No. REL 2013–003). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/can-online-learning-communities-achieve-goals-traditional-professional-learning-communities-what View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Computer Science Teacher Capacity: The Need for Expanded Understanding David J. Amiel & Cynthia L. Blitz In a journal article titled 'Computer Science Teacher Capacity: The Need for Expanded Understanding' published in the International Journal of Computer Science Education in Schools (2022), Rutgers Center for Effective School Practices researchers David Amiel and Cynthia L. Blitz discuss the imperative for the teaching workforce in elementary and secondary education to be adequately prepared to provide computer science instruction that is robust, relevant, and aligned with appropriate learning standards. This paper shares results from a recent survey administered to current computer science educators across the K-12 space in the state of New Jersey. Using these results and recent literature, the research distills actionable, assessed needs to guide the provision of professional learning to ensure that educators have the necessary tools and knowledge to ensure robust and equitable implementation of computer science education. Results point toward the need to: expand the present understanding of computer science by effectively differentiating computer science from technology-based instruction and addressing an overrepresentation of analytical content domains; and reaffirm a commitment to equity by acknowledging the persistent gaps in participation of marginalized student groups and critically examining when and where the use of technology is necessary for delivering computer science instruction. October 2022 International Journal of Computer Science Education in Schools | Volume 5, Issue 4 DOI: 10.21585/ijcses.v5i4.151 Combining K-12 statewide survey results and recent literature, this research distills actionable needs that can guide professional development toward expanding educators understanding of computer science. Citation Amiel, D. J., & Blitz, C. L. (2022). Computer Science Teacher Capacity: The Need for Expanded Understanding. International Journal of Computer Science Education in Schools , 5 (4), 38–47. https://doi.org/10.21585/ijcses.v5i4.151 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects The BRIDGE Initiative, Engagement of Parents of Students with Disabilities N.J. Department of Education, OSE The BRIDGE Initiative (Building Resources for Inclusive Development and Growth in Education) is an initiative of the Rutgers Center for Effective School Practices (CESP) in collaboration with the New Jersey Department of Education’s Office of Special Education. The initiative focuses on improving the engagement of parents and caregivers of students with disabilities by curating and designing accessible resources, supporting the development of Special Education Parent Advisory Groups (SEPAGs), strengthening literacy partnerships between home and school, and enhancing family participation in inclusive education and the New Jersey Tiered System of Supports (NJTSS/MTSS). Grounded in the Dual Capacity-Building Framework for Family-School Partnerships and Implementation Sciences, The BRIDGE Initiative combines resource curation and the development of technical assistance with best practices in dissemination, implementation, and audience engagement. Resources and technical assistance opportunities are carefully designed and formatted to ensure they are not only accurate, but also actionable, relevant, and accessible. Taken together, efforts under The BRIDGE Initiative contribute to improved educational outcomes for students with disabilities across New Jersey. The BRIDGE Initiative promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals; it's work is centered around SEPAGs, IEPs & Inclusion, Literacy, and NJTSS. Learn more here , or visit The BRIDGE Portal for free resources at cesp.rutgers.edu/bridge-portal . Timeline This project began in July 2025 and is scheduled through June 2028. Sponsorship 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). Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations N.J. Department of Education, Office of Special Education 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 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz This study examines the critical transition from middle school to high school as a pivotal decision point in computer science education. Analyzing data from 5,505 students across eight diverse school districts, researchers identified several key factors that influence 9th-grade CS enrollment. High academic achievers, male students, Asian students, and those with prior exposure to computer science and Algebra 1 in middle school were significantly more likely to enroll in 9th-grade CS courses. Conversely, female students, English Language Learners, and students receiving special education services showed lower participation rates. The findings highlight that despite improvements in CS course availability, persistent barriers to participation extend beyond mere access. The research suggests that middle schools should ensure all 8th graders are aware of CS options during course selection, with targeted outreach for underrepresented groups. Additionally, schools should address misconceptions about CS being inherently difficult and exclusively for top academic performers, while ensuring support systems don't inadvertently create barriers to CS participation. By focusing on this critical transition period, the study provides actionable strategies for schools to assess the effectiveness of early CS initiatives and implement targeted interventions to promote more equitable participation in computer science education. September 2025 International Journal of Computer Science Education in Schools | Volume 7, Issue 2 DOI: 10.21585/ijcses.v7i2.234 The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. Citation Amiel, D. J., & Blitz, C. L. (2025). The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment. International Journal of Computer Science Education in Schools , 7 (2). https://doi.org/10.21585/ijcses.v7i2.234 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Diverse Teachers for Diverse Schools New Jersey Department of Education This 19-month project supported the development of innovative strategies for recruiting a diverse teaching force and the establishment of a teacher mentoring and induction program in collaboration with a consortium of Passaic County charter schools, all of which enrolled their Alternate Route Teachers with the regional training center operated by Rutgers University—Center for Effective School Practices. Funded by the New Jersey Department of Education for $750,000, this project was driven by the expressed interests of school leaders who wished to leverage the impact of research studies demonstrating gains in learning for minority students when taught by teachers from similar backgrounds. The goals of this project were to: Increase representation of Black and Latinx candidates hired to teach in collaborating schools, particularly in STEM-related or ELL classrooms. Ensure collaborating schools had knowledge and systems for supporting underrepresented candidates with state certification requirements and for helping them access financial incentive options. Enhance the capacity of school-assigned mentoring teams to establish more effective mentoring relationships with teaching candidates from underrepresented groups. Establish systems and resources to enable collaborating schools to enhance and sustain their recruitment, mentoring, and induction initiatives beyond the grant period. Conduct and disseminate ongoing research on the implementation and impact of the initiative to recruit and retain teaching candidates from underrepresented groups. Timeline This project began in December 2018 and ran through June 2020. Sponsorship This project was conducted with a $750,000 grant from the New Jersey Department of Education through the "Diversifying the Teacher Pipeline" discretionary grant program [award #19E00117]. Project Leaders & Key Personnel Principal Investigator: Dr. Heather Ngoma, Ph.D. Key Personnel: Drs. Sharlene Laud & Cynthia L. Blitz Collaborating Organizations Passaic County Charter Schools Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG District Outreach: Grow Membership RESOURCE DESCRIPTION Adapt and use these materials to promote your district's SEPAG and encourage family participation. Written from a district perspective, this collection includes customizable sample text for newsletters, emails, or social media posts. Customize materials with your district's information, like meeting schedules, specific examples of how SEPAG input has shaped programs or services, upcoming topics and speakers, and contact details. 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 (District) 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 and district partnership. Copy and paste into newsletters, emails, social media posts, or website content. 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 maintain consistent communication and demonstrate your district's commitment to family engagement throughout the year. Introduce & Explain This sample text can help you introduce your district's SEPAG and explain its purpose, structure, and role in special education. About Your SEPAG: Our district's Special Education Parent Advisory Group (SEPAG) is a space for parents to learn about and provide input on special education. [District Name] values this partnership with families. Our SEPAG meets [frequency] throughout the year. Information and meeting schedules: [link] SEPAGs create meaningful partnerships between families and school districts. Through our SEPAG, parents have opportunities to learn about special education topics, programs, and services while providing input that helps shape district programming. In [District], our SEPAG strengthens the partnership between families and district leadership. Through SEPAG meetings and events, parents learn about special education programs and services while sharing their experiences and perspectives. This collaborative input informs our special education programming and helps us better serve students. Learn more: [link] [District Name] is committed to partnering with families through our SEPAG. This collaborative communication channel ensures family voices and perspectives inform our special education programs and services. How Your SEPAG Works: Through our SEPAG partnership, we create opportunities for families to learn about special education topics from district leaders and guest speakers. Parents also share their experiences and perspectives, helping us identify patterns and areas for improvement in our special education programs and services. Our SEPAG focuses on system-level topics like program accessibility, transition services, communication practices, and instructional supports. Through ongoing partnership between families and district leadership, parent input leads to meaningful improvements in programs and services that benefit students receiving special education services. SEPAG meetings typically include presentations or discussions on special education topics, opportunities for parents to ask questions and share perspectives, and collaborative problem-solving around programs and services. This partnership approach ensures families both learn and contribute to continuous improvement. Educate & Demonstrate This sample text can help you communicate why family-district partnership matters, how parent input creates positive change, and examples of SEPAG impact. Why Partnership Matters: When parents share their perspectives through our SEPAG partnership, our district learns what's really happening for families. This information helps us direct resources where they're needed most, adjust programs based on actual experience, and ensure students receiving special education services benefit from better supports. Parent perspectives provide insights that data alone cannot reveal. Through our SEPAG partnership, families help us understand how programs and services work in practice, where communication can improve, and what supports would make the biggest difference for students and families. Our SEPAG partnership strengthens special education for everyone. When families and district leaders work together around systems-level improvements, we can create programs and services that truly meet student needs while recognizing the realities both families and schools face. Through SEPAG, we partner with families in two important ways: providing opportunities for parents to learn about special education topics, programs, and services, while also learning from their experiences navigating our systems. This two-way partnership makes our special education programming stronger and more responsive. Our SEPAG creates a direct partnership between families and district leadership. Parent input and perspectives are shared with our Director of Special Services and other district leaders to inform programming and continuous improvement in special education. We encourage all parents to participate! How Collaboration Creates Change: Through our SEPAG partnership, parent input becomes action. Parents attend presentations and learn about programs → Families share their experiences → SEPAG identifies patterns → SEPAG collaborates with parents on solutions → Changes are made to programs and services. This collaborative process leads to meaningful improvements in special education. SEPAG collaboration has led to both small wins and major system improvements in our district. Sometimes partnership means adjusting meeting times, translating materials, or clarifying processes. Other times it results in new programs or enhanced services. These improvements begin by partnering with families. Our SEPAG creates space for ongoing dialogue between families and district leadership. Parents learn about our programs and approaches, we learn from their experiences, and together we identify opportunities to strengthen special education services for students. Examples of Impact: Thank you to our SEPAG members for partnering with us and sharing their perspectives and experiences. Our group ensures diverse family voices are heard, and this partnership strengthens special education programs and services. Interested in participating? Visit: [email] This year, through our SEPAG partnership, parents learned about [topic] and shared valuable feedback. Parent input at our meetings helped shape our [transition program/communication approach/instructional supports]. We're grateful for the collaborative relationship with families. Interested in participating? [link] Based on collaborative SEPAG discussions, our district now [specific change like: sends IEP meeting reminders two weeks in advance, offers virtual meeting options, provides translation services, created a parent resource library]. These system-level improvements came directly from our partnership with families. Through SEPAG, we've partnered with families to organize presentations on [topics like transition planning, assistive technology, college preparation], providing learning opportunities while gathering input on what matters most to families. This ongoing partnership helps us direct professional development and programming where it's needed most. Invite & Encourage This sample text can help you invite families to meetings and events, emphasize that everyone is welcome, and provide clear information about participation. Event Announcements: Mark your calendars: Our next SEPAG meeting is [date] at [time] in [location]. Join us to learn about [topic] from [speaker] and share your perspectives through discussion and Q&A. We value your partnership! Get more info and RSVP here: [link] We're organizing a SEPAG event with a presentation on [topic] by [speaker/organization]. All parents of students receiving special education services are invited to join us for this learning and partnership opportunity. [Date/time/location]. Meeting materials will be available in [languages]. Register: [link] Save the date: SEPAG Information Night on [date] at [time]. New to special education in our district? Wondering what our SEPAG is about? Join us to learn about this partnership opportunity and meet other families. Light refreshments provided. [Location and registration info] How to Get Involved: Our district's SEPAG webpage includes meeting information, upcoming presentation topics, resources, and materials from past events! Check it out to see how you can join this partnership. Visit: [URL] We're looking to expand SEPAG participation across our district. Parents from [Elementary Schools], [Middle School], and [High School] are all welcome to attend our events and join this important collaboration! More info: [details] Can't make it to SEPAG events in person? We offer a virtual option for our district's SEPAG meetings! We're working to make this partnership accessible for all families. More info: [link] Interested in learning more about our SEPAG partnership or getting involved? Contact [name] at [email] or visit [website] for meeting schedules, upcoming topics, resources, and information about how to participate. Can't attend SEPAG meetings but still want to contribute? Share your input! Fill out our [online feedback form/survey] to tell us what topics you'd like to learn about, what questions you have about special education programs, and where you see opportunities for improvement. Your voice matters even if you can't attend in person. [Link] Not able to join us for meetings right now? You can still be part of the SEPAG partnership! Visit our SEPAG webpage to access resources and recordings from past presentations, complete our input survey to share topics you'd like to learn about, or email [contact] with questions or feedback. Multiple ways to participate mean more families can contribute. [Website] Inviting Parent Leadership: We're looking for parents interested in taking on leadership roles within our SEPAG! Research shows that parent-led groups are most effective in creating meaningful change. If you're passionate about improving special education programs and services, consider a leadership opportunity within our SEPAG! Parent leaders help plan meeting topics, facilitate discussions, and serve as liaisons between families and district leadership. Contact [name] at [email] to learn more about this opportunity to make an even bigger impact. Want to deepen your involvement and make a lasting impact? Our SEPAG is seeking parent leaders to help guide our work! Parent-led advisory groups create stronger partnerships and more meaningful outcomes for students receiving special education services. Leadership opportunities include helping plan events, coordinating with district staff, facilitating parent discussions, and representing family voices in district decision-making. No prior experience necessary – just a commitment to partnering with our district to strengthen special education. Reach out to [contact] to learn more! Parent leadership makes SEPAGs stronger! We're seeking parents who want to take an active role in shaping our SEPAG. As a parent leader, you'll help identify topics families want to learn about, coordinate with district staff on presentations, facilitate discussions at meetings, and ensure diverse family perspectives are represented. This leadership role is a powerful way to influence special education programs and services while building community among families. Interested? Contact [email] for more information. Utilice estos mensajes listos para adaptar para comunicar información sobre su SEPAG a través de múltiples canales. Cada fragmento explica diferentes aspectos de la participación en el SEPAG y la colaboración con el distrito. Copie y pegue en boletines informativos, correos electrónicos, publicaciones en redes sociales o contenido de sitios web. 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 mantener una comunicación coherente y demostrar el compromiso de su distrito con la participación familiar a lo largo del año. Presentar & Explicar Este texto de muestra puede ayudarle a presentar el SEPAG de su distrito y explicar su propósito, estructura y función en la educación especial. Acerca de su SEPAG: El Grupo Asesor de Padres sobre Educación Especial (SEPAG) de nuestro distrito es un espacio para que los padres aprendan y aporten sus opiniones sobre la educación especial. [Nombre del distrito] valora esta colaboración con las familias. Nuestro SEPAG se reúne [frecuencia] a lo largo del año. Información y calendario de reuniones: [enlace] Los SEPAG crean colaboraciones significativas entre las familias y los distritos escolares. A través de nuestro SEPAG, los padres tienen la oportunidad de aprender sobre temas, programas y servicios de educación especial, al tiempo que aportan ideas que ayudan a dar forma a la programación del distrito. En [distrito], nuestro SEPAG refuerza la colaboración entre las familias y los responsables del distrito. A través de las reuniones y eventos del SEPAG, los padres aprenden sobre los programas y servicios de educación especial, al tiempo que comparten sus experiencias y perspectivas. Estas aportaciones colaborativas sirven de base para nuestra programación de educación especial y nos ayudan a prestar un mejor servicio a los alumnos. Más información: [enlace] [Nombre del distrito] se compromete a colaborar con las familias a través de nuestro SEPAG. Este canal de comunicación colaborativo garantiza que las opiniones y perspectivas de las familias influyan en nuestros programas y servicios de educación especial. Cómo funciona su SEPAG: A través de nuestra asociación SEPAG, creamos oportunidades para que las familias aprendan sobre temas de educación especial de la mano de líderes del distrito y ponentes invitados. Los padres también comparten sus experiencias y perspectivas, lo que nos ayuda a identificar patrones y áreas de mejora en nuestros programas y servicios de educación especial. Nuestro SEPAG se centra en temas a nivel del sistema, como la accesibilidad de los programas, los servicios de transición, las prácticas de comunicación y los apoyos educativos. A través de la colaboración continua entre las familias y los líderes del distrito, las aportaciones de los padres dan lugar a mejoras significativas en los programas y servicios que benefician a los estudiantes que reciben servicios de educación especial. Las reuniones del SEPAG suelen incluir presentaciones o debates sobre temas de educación especial, oportunidades para que los padres hagan preguntas y compartan sus perspectivas, y la resolución colaborativa de problemas en torno a los programas y servicios. Este enfoque de colaboración garantiza que las familias aprendan y contribuyan a la mejora continua. Educar & Demostrar Este texto de ejemplo puede ayudarle a comunicar por qué es importante la colaboración entre las familias y el distrito, cómo las opiniones de los padres generan cambios positivos y ejemplos del impacto del SEPAG. Por qué es importante la colaboración: Cuando los padres comparten sus opiniones a través de nuestra colaboración con el SEPAG, nuestro distrito conoce lo que realmente ocurre en las familias. Esta información nos ayuda a dirigir los recursos donde más se necesitan, ajustar los programas en función de la experiencia real y garantizar que los estudiantes que reciben servicios de educación especial se beneficien de mejores apoyos. Las perspectivas de los padres proporcionan información que los datos por sí solos no pueden revelar. A través de nuestra colaboración SEPAG, las familias nos ayudan a comprender cómo funcionan los programas y servicios en la práctica, dónde se puede mejorar la comunicación y qué apoyos marcarían la mayor diferencia para los estudiantes y las familias. Nuestra colaboración SEPAG refuerza la educación especial para todos. Cuando las familias y los líderes del distrito trabajan juntos en torno a mejoras a nivel de sistemas, podemos crear programas y servicios que realmente satisfagan las necesidades de los estudiantes, al tiempo que reconocemos las realidades a las que se enfrentan tanto las familias como las escuelas. A través de SEPAG, nos asociamos con las familias de dos maneras importantes: proporcionando oportunidades para que los padres aprendan sobre temas, programas y servicios de educación especial, al tiempo que aprendemos de sus experiencias al navegar por nuestros sistemas. Esta asociación bidireccional hace que nuestra programación de educación especial sea más sólida y receptiva. Nuestro SEPAG crea una asociación directa entre las familias y los líderes del distrito. Las opiniones y perspectivas de los padres se comparten con nuestro director de Servicios Especiales y otros líderes del distrito para informar sobre la programación y la mejora continua de la educación especial. ¡Animamos a todos los padres a participar! Cómo la colaboración genera cambios: A través de nuestra colaboración con SEPAG, las opiniones de los padres se convierten en acciones. Los padres asisten a presentaciones y aprenden sobre los programas → Las familias comparten sus experiencias → SEPAG identifica patrones → Colaboramos con los padres en la búsqueda de soluciones → Se realizan cambios en los programas y servicios. Este proceso de colaboración conduce a mejoras significativas en la educación especial. La colaboración con SEPAG ha dado lugar a pequeños logros y a importantes mejoras en el sistema de nuestro distrito. A veces, la colaboración implica ajustar los horarios de las reuniones, traducir materiales o aclarar procesos. Otras veces da lugar a nuevos programas o a la mejora de los servicios. Toda mejora comienza con la colaboración con las familias. Nuestro SEPAG crea un espacio para el diálogo continuo entre las familias y los líderes del distrito. Los padres aprenden sobre nuestros programas y enfoques, nosotros aprendemos de sus experiencias y juntos identificamos oportunidades para fortalecer los servicios de educación especial para los estudiantes. Ejemplos de impacto: Gracias a los miembros de nuestro SEPAG por colaborar con nosotros y compartir sus perspectivas y experiencias. Nuestro grupo garantiza que se escuchen las diversas opiniones de las familias, y esta colaboración refuerza los programas y servicios de educación especial. ¿Le interesa participar? Visite: [correo electrónico] Este año, gracias a nuestra colaboración con el SEPAG, los padres han aprendido sobre [tema] y han compartido sus valiosas opiniones. Las aportaciones de los padres en nuestras reuniones ayudaron a dar forma a nuestro [programa de transición/enfoque de comunicación/apoyos educativos]. Estamos muy agradecidos por la relación de colaboración con las familias. ¿Le interesa participar? [enlace] 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, ofrece opciones de reuniones virtuales, proporciona servicios de traducción, ha creado una biblioteca de recursos para padres]. Estas mejoras a nivel del sistema provienen directamente de nuestra colaboración con las familias. A través del SEPAG, nos hemos asociado con las familias para organizar presentaciones sobre [temas como la planificación de la transición, la tecnología de asistencia y la preparación para la universidad], lo que nos permite ofrecer oportunidades de aprendizaje y recabar opiniones sobre lo que más importa a las familias. Esta colaboración continua nos ayuda a orientar el desarrollo profesional y la programación hacia donde más se necesita. Invitar & Animar Este texto de ejemplo puede ayudarle a invitar a las familias a reuniones y eventos, destacar que todo el mundo es bienvenido y proporcionar información clara sobre la participación. Anuncios de eventos: Anótelo en su calendario: nuestra próxima reunión del SEPAG es el [fecha] a las [hora] en [lugar]. Únase a nosotros para aprender sobre [tema] con [ponente] y compartir sus opiniones a través de debates y preguntas y respuestas. ¡Valoramos su colaboración! Obtenga más información y confirme su asistencia aquí: [enlace] Estamos organizando un evento SEPAG con una presentación sobre [tema] a cargo de [ponente/organización]. Todos los padres de alumnos que reciben servicios de educación especial están invitados a unirse a nosotros en esta oportunidad de aprendizaje y colaboración. [Fecha/hora/lugar]. Los materiales de la reunión estarán disponibles en [idiomas]. Inscripción: [enlace] Reserve la fecha: Noche informativa SEPAG el [fecha] a las [hora]. ¿Es nuevo en la educación especial en nuestro distrito? ¿Se pregunta en qué consiste nuestro SEPAG? Únase a nosotros para conocer esta oportunidad de colaboración y conocer a otras familias. Se ofrecerá un refrigerio ligero. [Lugar e información de inscripción] Cómo participar: ¡La página web del SEPAG de nuestro distrito incluye información sobre las reuniones, los próximos temas de las presentaciones, recursos y materiales de eventos anteriores! Échele un vistazo para ver cómo puede unirse a esta colaboración. Visite: [URL] Queremos ampliar la participación en SEPAG en todo nuestro distrito. Los padres de [escuelas primarias], [escuelas secundarias] y [institutos] son bienvenidos a asistir a nuestros eventos y unirse a esta importante colaboración. Más información: [detalles] ¿No puede asistir a los eventos de SEPAG en persona? ¡Ofrecemos una opción virtual para las reuniones de SEPAG de nuestro distrito! Estamos trabajando para que esta asociación sea accesible para todas las familias. Más información: [enlace] ¿Le interesa obtener más información sobre nuestra asociación SEPAG o participar en ella? Póngase en contacto con [nombre] en [correo electrónico] o visite [sitio web] para conocer los horarios de las reuniones, los próximos temas, los recursos y la información sobre cómo participar. ¿No puede asistir a las reuniones de SEPAG pero aún así quiere contribuir? ¡Comparta su opinión! Rellene nuestro [formulario de comentarios/encuesta en línea] para decirnos qué temas le gustaría conocer, qué preguntas tiene sobre los programas de educación especial y dónde ve oportunidades de mejora. Su opinión es importante, incluso si no puede asistir en persona. [Enlace] ¿No puede unirse a nosotros en las reuniones por ahora? ¡Aún así puede formar parte de la colaboración SEPAG! Visite nuestra página web SEPAG para acceder a recursos y grabaciones de presentaciones anteriores, complete nuestra encuesta para compartir los temas sobre los que le gustaría aprender o envíe un correo electrónico a [contacto] con sus preguntas o comentarios. Las múltiples formas de participar significan que más familias pueden contribuir. [Sitio web] Invitamos a los padres a asumir el liderazgo: ¡Buscamos padres interesados en asumir funciones de liderazgo dentro de nuestro SEPAG! Las investigaciones demuestran que los grupos dirigidos por padres son los más eficaces para generar cambios significativos. Si le apasiona mejorar los programas y servicios de educación especial, considere unirse a nuestro equipo de liderazgo. Los padres líderes ayudan a planificar los temas de las reuniones, facilitan los debates y sirven de enlace entre las familias y los líderes del distrito. Póngase en contacto con [nombre] en [correo electrónico] para obtener más información sobre esta oportunidad de tener un impacto aún mayor. ¿Quiere profundizar su participación y tener un impacto duradero? ¡Nuestro SEPAG busca padres líderes que nos ayuden a guiar nuestro trabajo! Los grupos asesores dirigidos por padres crean asociaciones más sólidas y resultados más significativos para los estudiantes que reciben servicios de educación especial. Las oportunidades de liderazgo incluyen ayudar a planificar eventos, coordinar con el personal del distrito, facilitar los debates entre padres y representar las opiniones de las familias en la toma de decisiones del distrito. No se necesita experiencia previa, solo el compromiso de colaborar con nuestro distrito para fortalecer la educación especial. ¡Póngase en contacto con [contacto] para obtener más información! ¡El liderazgo de los padres fortalece a los SEPAG! Buscamos padres que quieran desempeñar un papel activo en la configuración de nuestra asociación SEPAG. Como padre líder, ayudará a identificar los temas que las familias quieren aprender, coordinará con el personal del distrito las presentaciones, facilitará los debates en las reuniones y se asegurará de que se representen las diversas perspectivas de las familias. Esta función de liderazgo es una forma poderosa de influir en los programas y servicios de educación especial, al tiempo que se crea una comunidad entre las familias. ¿Le interesa? Póngase en contacto con [email] para obtener más información. 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 Enabling Responsive and Adaptive Implementation of Evidence-Based Health Policies by Assessing Implementation Readiness of Key Stakeholders Itzhak Yanovitzky & Cynthia L. Blitz This presentation discussed a comprehensive mixed-methods research project designed to assess implementation readiness of key stakeholders for evidence-based health policies, specifically focusing on universal screening for adolescent depression in schools. The research involved multiple stakeholder groups including school administrators, health professionals, mental health advocacy organizations, and parents of adolescents. Through key-informant interviews, surveys, content analysis of legislative hearings and media coverage, and representative sampling, the study identified distinct concerns across stakeholder groups: school personnel worried about feasibility and resource needs, mental health professionals questioned screening instrument suitability and follow-up provisions, and parents expressed concerns about privacy, stigma, and cost implications. The research demonstrated how systematic assessment of stakeholder readiness can inform responsive policy revisions and facilitate more effective implementation of evidence-based public health guidelines. The findings showed that policy was incrementally revised based on stakeholder feedback, illustrating the value of proactive stakeholder engagement in the policy implementation process. December 2022 15th Annual Conference on the Science of Dissemination and Implementation in Health Washington, D.C., USA This presentation discussed assessing implementation readiness of key stakeholders to enable responsive and adaptive implementation of evidence-based health policies in schools. Citation Yanovitzky, I., & Blitz, C. L. (2022, December 12). Enabling Responsive and Adaptive Implementation of Evidence-Based Health Policies by Assessing Implementation Readiness of Key Stakeholders [Conference presentation]. 15th Annual Conference on the Science of Dissemination and Implementation in Health, Washington, D.C., USA. https://academyhealth.confex.com/academyhealth/2022di/meetingapp.cgi/Paper/55184 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Predicting the Self-Efficacy of School Leaders: Trust Matters Anton Scherbakov, Cynthia L. Blitz, & Dessi G. Kirova This presentation explored the relationship between trust and self-efficacy among school leaders at the 2015 AERA annual conference. Given the current legislative and political climate's focus on improving educator effectiveness, the researchers investigated self-efficacy beliefs among administrators, which had received limited research attention despite extensive work on teacher self-efficacy. The study examined 297 school leaders from twenty-five school districts participating in a pilot teacher evaluation program in a northeastern state, including superintendents, principals, assistant principals, supervisors of instruction, and other district-level positions. Using hierarchical multiple regression analysis, the researchers found that trust was a significant predictor of self-efficacy beliefs among school leaders, with both administrator-administrator trust and administrator-teacher trust serving as significant predictors even after controlling for demographic variables and district socioeconomic status. The findings revealed that trust between administrators had a stronger relationship with self-efficacy than trust between teachers and administrators. The researchers created new scales for measuring administrator self-efficacy and trust, which demonstrated high internal reliability. The study suggests that interventions targeting trust between administrators may promote increased levels of perceived self-efficacy within school systems, though the cross-sectional design prevented determination of causal direction. The researchers concluded that more research is needed to investigate whether administrator efficacy is associated with student achievement and to explore potential interventions. April 2015 2015 Annual Meeting of the American Educational Research Association Chicago, Illinois, USA This study examined the relationship between trust and self-efficacy among 297 school leaders, finding that trust significantly predicted administrator self-efficacy beliefs. Citation Shcherbakov, A., Blitz, C. L., & Kirova, D. G. (2015, April 17). Predicting the Self-Efficacy of School Leaders: Trust Matters . 2015 Annual Meeting of the American Educational Research Association, Chicago, Illinois, USA. http://tinyurl.com/lfw9mul View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link