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Back to Resources Call for Action on Adolescent Depression: What do Schools in NJ Need to Identify and Support Students at Risk for Depression? Policy considerations from school professionals on universal adolescent depression screenings This policy brief presents findings from key informant interviews with NJ educators on what's needed to support universal adolescent depression screenings in schools: guidance, funding, and training. Suggested Citation Call for Action on Adolescent Depression: What Do Schools In New Jersey Need To Identify And Support Students At Risk For Depression? (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . There is an alarming increase in the percentage of U.S. adolescents reporting depressive symptoms and suicidal ideation, including in New Jersey. Early detection and treatment are key to preventing negative, long-term effects of depression in youth, and current guidelines recommend routine screening for depression in adolescents aged 12-18. Yet rates of adolescent depression screening remain extremely low. School-based programs can be an effective tool for improving rates of screening and early identification of adolescent depression, but critical barriers to implementation remain that can be addressed via sound policy. According to a 2021 Surgeon General’s Advisory, there has been a recent increase in certain mental health symptoms among U.S. adolescents, including depressive symptoms and suicidal ideation. From 2009 to 2019, the proportion of high school students reporting persistent feelings of sadness or hopelessness increased by 40%, and the share of those seriously considering attempting suicide increased by 36%. An analysis of 2018 and 2019 data from the National Survey on Drug Use and Health (NSDUH) reveals a similar upward trend in depressive symptoms and suicidal ideation among adolescents in New Jersey.ii Rates of psychological distress among young people, including symptoms of anxiety, depression, and other mental health disorders have generally increased since the beginning of the COVID-19 pandemic. Project ASPEN, 2022 - Call for Action on Adolescent Depression, What do Schools in NJ Need .pdf Download PDF • 722KB Project ASPEN is a collaboration between a team of researchers from Rutgers University and the National Alliance on Mental Illness New Jersey (NAMI-NJ) to improve policy decision-makers’ access to credible and timely research evidence regarding different aspects of formulating and implementing sound youth mental health policies. The project is funded by a grant from the William T. Grant Foundation. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Adolescent Depression Screening: Exploring Barriers and Facilitators of Implementation in School Settings Findings from a review of factors to inform policy and practice This brief explores barriers and facilitators to adolescent depression screening in schools, highlighting stakeholder attitudes, resource needs, and strategies to improve implementation and equity. Suggested Citation Adolescent Depression Screening: Exploring Barriers And Facilitators Of Implementation In School Settings. (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . Rates of depression spike dramatically during adolescence. Despite broad scientific consensus that early detection and treatment are key to preventing negative, long-term effects of adolescent depression, current screening rates among this population remain extremely low. A broad review of key barriers and facilitators to school-based depression screening was conducted with the goal of informing policy and practice. This paper details key findings and recommendations from the review. Prevention and early detection of adolescent depression is a national health priority. Current guidelines recommend routine screening for depression in children and adolescents and subsequently linking those in need to additional evaluation and care. Early detection through school-based screening has considerable potential to identify at-risk adolescents for referral to effective therapeutic services but significant barriers stand in the way of widespread implementation and sustainment. Thus, successful implementation of adolescent depression screening in a school-based setting should prioritize: (1) establishing positive attitudes toward mental health and depression; (2) securing sufficient financial and human resources; and (3) tailoring screening systems to account for individual school context. Project ASPEN, 2022 - Adolescent Depression Screening, Exploring Barriers and Facilitators .pdf Download PDF • 733KB Project ASPEN is a collaboration between a team of researchers from Rutgers University and the National Alliance on Mental Illness New Jersey (NAMI-NJ) to improve policy decision-makers’ access to credible and timely research evidence regarding different aspects of formulating and implementing sound youth mental health policies. The project is funded by a grant from the William T. Grant Foundation. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources CS Professional Learning: A Ready-To-Use Component Library These professional development resources – slides, facilitator notes, and ready-to-implement materials – are designed for those who are teaching and training others to deliver computer science education. Suggested Citation Computer science professional learning: A ready-to-use component library . Rutgers University Center for Effective School Practices. (2023, March). https://cesp.rutgers.edu/resource/cs-video-library A comprehensive repository designed to support educators, STEM coordinators, and professional development providers, this collection of materials – the Computer Science Education Professional Development Component Library, produced by the Rutgers Center for Effective School Practices – can be tailored to create enriching educational experiences. Whether the need is to present a short workshop or a full-term course, this collection offers a suite of presentation slides, facilitator notes, and ready-to-implement materials that streamline the development and delivery of professional learning sessions. Empowering educators to deliver high-quality computer science education and enhancing the accessibility and effectiveness of professional learning in this vital field are the main objectives of the Computer Science Education Professional Development Component Library. Getting Started jijijijij Click Me ijijij ojioijoijoij Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Fran P. Trees, D.P.S. Teaching Professor e : p : fran.trees@rutgers.edu (848) 445-7299 Download CV Education : Affiliations : Biographical Highlights Fran Trees is a Teaching Professor in the Computer Science Department at Rutgers. She also works closely with Rutgers CESP preparing teachers to successfully implement CS courses into their curricula. Her research interests are in CS Education, focusing on broadening participation and incorporating active learning in the CS classroom.

Back to Projects New Jersey Alliance for Clinical and Translational Science (NJ ACTS) National Institutes of Health Coordinated by Rutgers Biomedical and Health Sciences (RBHS), the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) comprises a consortium with Rutgers and Princeton Universities, NJ Institute for Technology, medical, nursing, dental and public health schools, hospitals, community health centers, outpatient practices, industry, policymakers and health information exchanges. With access to ~7 million people, NJ ACTS serves as a ‘natural laboratory’ for translational and clinical research. CESP will serve as the NJ ACTS Internal Evaluator. The CTSA Hub focuses on two overarching themes: the heterogeneity of disease pathogenesis and response to treatment, and the value of linking large clinical databases with interventional clinical investigations to identify cause-and-effect and predict therapeutic responses. NJ ACTS will provide: innovative approaches to link information from large databases and electronic health records to inform clinical trial design, execution and analysis; and novel platforms for biomarker discovery using fluorescence in situ hybridization and machine learning to identify unique neural signatures of chronic illness. Timeline This project began in February 2019 and is scheduled through March 2031. Sponsorship This project is funded by multi-million dollar grant from the the National Institutes of Health through the CTSA program [award #M1TR004789]. Project Leaders & Key Personnel Principal Investigator: Reynold A. Panettieri, Jr., MD Internal Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers Biomedical Health Services Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Gender-Specific Behavioral Health and Community Release Patterns Among New Jersey Prison Inmates: Implications for Treatment and Community Reentry Cynthia L. Blitz, Nancy Wolff, Ko-Yu Pan & Wendy Pogorzelski This study analyzed behavioral health diagnoses and community release patterns among 3,189 "special needs" inmates (those with behavioral health disorders) in New Jersey prisons, plus 974 special needs inmates released over a 12-month period. The research reveals significant gender-specific clustering of mental health disorders that has important implications for correctional treatment and community reentry strategies. The findings show that virtually all special needs inmates had at least one Axis I mental disorder, with 68% having multiple conditions including additional mental disorders, personality disorders, or addiction problems. Gender patterns emerged clearly: men were more likely to have schizophrenia or psychotic disorders and personality disorders, while women were more likely to have depressive disorders and addiction problems. Among women, 75% had multiple diagnoses compared to 67% of men, suggesting more complex treatment needs for female inmates. The study also examined spatial clustering of released inmates, finding that 25% of special needs ex-offenders returned to New Jersey's most disadvantaged counties (Essex and Camden). A higher percentage of men (27%) than women (18%) were released to these impoverished areas, and Black inmates were disproportionately likely to return to these communities compared to White and Hispanic inmates. The research suggests that both gender-specific treatment approaches within correctional settings and targeted reentry strategies for disadvantaged communities are needed. The concentration of ex-offenders with complex behavioral health needs in already struggling communities highlights the importance of coordinated treatment and support services that continue from prison into the community to prevent recidivism and promote successful reintegration. October 2005 American Journal of Public Health | Volume 95, Issue 10 DOI: 10.2105/AJPH.2004.059733 This study examines behavioral health patterns among New Jersey prison inmates by gender and their community release locations, revealing significant clustering patterns with implications for treatment. Citation Blitz, C. L., Wolff, N., Pan, K.-Y., & Pogorzelski, W. (2005). Gender-Specific Behavioral Health and Community Release Patterns Among New Jersey Prison Inmates: Implications for Treatment and Community Reentry. American Journal of Public Health , 95 (10), 1741–1746. https://doi.org/10.2105/AJPH.2004.059733 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More 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 Our People Vivian Allen Associate Director e : p : vivian.allen@gse.rutgers.edu (732) 564-9100 x16 Download CV Education : Continuing Ed. Diploma, Financial Analysis; New York University B.A., New York University Affiliations : Computer Science Teachers Association, CSTA CS4NJ Coalition American Educational Research Association, AERA American Evaluation Association, AEA Biographical Highlights ￫ Strategic leader with over 20 years of experience in program management and financial analysis. ￫ Skilled in leading large-scale educational research projects with a focus on capacity building and efficient project management. ￫ Proficient in data management systems and project coordination, with extensive experience in grant-funded initiatives. Vivian Allen is the Associate Director of the Center for Effective School Practices, where she provides advanced leadership and engaged oversight to the Center’s day-to-day operations striving to achieve optimal operational efficiencies within current university and stakeholder climates such that CESP may excel in meeting its existing award commitments, perform beyond stakeholder expectations, and further grow and develop in meaningful purposeful ways. Vivian closely supervises the CESP team to ensure the integrity of the research and methodological approaches, as well as the completion of related tasks on-time and up to CESP’s high-standards. She does so by focusing on the capacity building of individual team members and the organization as a whole to support healthy, strategic growth toward realizing the mission and vision of CESP. Vivian actively collaborates with faculty, staff, and external partners to ensure the rigor and relevance of CESP’s research portfolio with an eye toward efficient and effective project management in a fiscally sound manner. Beyond this, she actively partakes in research and evaluation projects and disseminates the work of the Center through written publications and presentations at conferences. Vivian has extensive experience with evaluating programs and using this information in an iterative process of program refinement. Her undergraduate and graduate education focused on mathematics and analytical processing and she has extended this with a more recent emphasis on research methodologies with social science theoretical underpinnings. Additionally, she has spent over 20 years in financial management and program development within private industry and non-profit organizations and has a deep and sincere appreciation for the importance of relationship-building and authentic collaboration, open and honest communication, and the central role of third-party organizations in an educational research and policy context.

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More How NJ Schools Support Students: What Parents Need to Know About the NJTSS Belal Jonaid, Research Communications Specialist How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. This piece explains the New Jersey Tiered System of Supports (NJTSS), a statewide framework that identifies struggling students and provides them with crucial support at multiple levels. It outlines what NJTSS looks like in practice and how parents can partner with schools to ensure every child has the opportunity to thrive. Return to Blog How to provide quality instruction for students at all levels is among the biggest questions facing many in education today. In wrestling with this crisis, schools across the United States have implemented a number of programs to ensure no child is truly left behind. A key element of these efforts has been the introduction of Multi-Tiered Support Systems (MTSS) in schools around the country. MTSS is an educational and behavioral framework that identifies struggling students and provides them with crucial support. The framework emphasizes universal screening systems and support at different levels to address the academic, social, and emotional needs of students. At every step, interventions are backed by rigorous and evidence-based research and data on education. NJTSS: A Tiered System Based on the fundamental components of multi-tiered approaches is the New Jersey Tiered System of Supports (NJTSS), a statewide system of support for all students. Before getting into NJTSS, it might be helpful to discuss what NJTSS is not. The NJTSS is not a specific program or product that parents can purchase or enroll into. It is not a specific step-by-step set of actions to be undertaken in certain scenarios either. Rather, NJTSS serves as a model for how to achieve success more broadly with students at different levels. To address the complex and evolving needs of struggling students, this framework offers support at a number of tiers, outlined below (New Jersey Department of Education): Tier 1: Universal Supports – Core instruction here is evidence-based and informed by best practices in education today. High quality instructional material and resources are utilized, grounded in research and implemented consistently in all classrooms. This means students who are ESL learners or those with Individualized Education Plans are also targeted in this tier. Tier 2: Targeted Supports – A second tier provides additional instruction beyond the core program for select students. These services are delivered to struggling students who are identified as needing additional support. Typically these supports and interventions occur in structured, small-group settings. Supports can include supplemental instruction complementing core instruction and small-group teaching to address specific skill gaps. These interventions can increase in frequency and depth depending on student progress, which is closely monitored. Tier 3: Intensive Interventions – Students requiring more specific or intense supports receive highly individualized instruction at this level. These supports can include more intensive instruction that is tailored to individual needs. Students struggling with severe dyslexia, for instance, might receive more frequent one-on-one reading instruction. Interventions such as these are informed by data on a student’s growth. This allows educators to remain dynamic and flexible in the face of students’ evolving needs. Regular monitoring of progress is therefore just as important at this level as it is in tier two work. Back to Basics Of course this sounds like a lot of work! To ensure NJTSS truly delivers as a framework, some basic components must be present. On a foundational level, this includes (New Jersey Department of Education): Effective leadership – Administrators, principals, superintendents, and directors need to maintain a larger vision centered around ensuring high standards of support. Family engagement – More and more, families play an active role in education. Engaging families and the larger community allows for greater understanding of a child’s needs and smoother functioning of multi-tiered systems. Positive school culture – Establishing a culture that recognizes the individual needs of diverse student bodies is key to ensuring continued support for NJTSS as a framework. These are standards involving stakeholders and the broader culture that must be achieved outside the classroom. In terms of implementation itself, NJTSS relies on a set of six instructional components (New Jersey Department of Education): High quality learning environments Universal screening Data-based decision making Collaborative problem-solving Progress monitoring Staff professional development NJTSS in Practice Research shows that multi-tiered support can achieve real results when implemented effectively. Indeed, a study of schools that rigorously followed multi-tiered behavioral protocols found those institutions had “significantly fewer suspension events than matched comparison schools” (Scott et al., 2019). A systematic review of global studies finds that behavior has improved in international contexts as well, particularly in elementary schools that implemented multi-tiered interventions (Brack et al., 2023). There is also evidence of MTSS frameworks improving outcomes when teams seek active feedback from students (International MTSS Association, n.d.). As outlined in NJTSS foundational components, parents play an important role in successful implementation. This involvement can extent far beyond simply receiving periodic updates and includes engaging with teachers, understanding key strategies, and continuing these practices at home. Besides achieving consistency, collaboration with your child’s school can also help ensure that interventions are tailored to your child’s unique needs, increasing the likelihood of meaningful progress. So how can you know if your child’s school is implementing NJTSS? Watching for protocols associated with multi-tier support systems in practice is key. If your child’s school features universal screening, second and third-tier interventions, and monitoring of student progress, some sort of MTSS is likely in place (International MTSS Association, n.d.). Communicating with faculty is also a good way to assess a school’s level of support. Simply asking your child’s teacher how struggling students are identified and what resources are provided to them can be helpful. Educators implementing a solid NJTSS program should be able to answer these questions clearly and with reference to established protocols. Working Together Ensuring that all children have the opportunities to succeed remains a key task for educators and policymakers across the country. Parents can play an important role in tackling this challenge by staying informed, communicating with faculty, and monitoring progress. Ultimately, the stronger the partnership between parents and educators, the more effective an NJTSS program becomes, giving every child the opportunity to thrive in school and beyond. _____ References Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon, 9(6), e17506. https://doi.org/10.1016/j.heliyon.2023.e17506 International MTSS Association. (n.d.). What is MTSS. https://www.mtssassociation.org/what-is-mtss New Jersey Department of Education. (n.d.). NJTSS. https://www.nj.gov/education/safety/njtss/ Scott, T. M., Gage, N. A., Hirn, R. G., Lingo, A. S., & Burt, J. (2019). An examination of the association between MTSS implementation fidelity measures and student outcomes. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 308-316. Understood for All, Inc. (n.d.). MTSS: What you need to know. Understood.org. https://www.understood.org/en/articles/mtss-what-you-need-to-know 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 Physical Violence Inside Prisons: Rates of Victimization Nancy Wolff, Cynthia L. Blitz, Jing Shi, Jane Siegel & Ronet Bachman Physical violence represents a pervasive and often underreported reality of prison life, with far-reaching implications for both correctional management and community safety upon inmate reentry. This groundbreaking research by Nancy Wolff, Cynthia L. Blitz, and colleagues represents the first comprehensive examination of physical victimization rates across an entire state prison system, surveying 7,221 male and 564 female inmates across 14 facilities using audio computer-assisted self-interviewing technology. The study was designed to address significant gaps in existing research, which had been limited to small, localized studies that failed to capture the full scope and variation of physical violence within correctional environments. The research reveals striking patterns in physical victimization that challenge conventional assumptions about prison violence. Six-month prevalence rates showed that approximately 20% of both male and female inmates experienced some form of physical victimization, with 206 per 1,000 female inmates and 205 per 1,000 male inmates reporting inmate-on-inmate physical violence. However, significant gender differences emerged in staff-on-inmate violence, with male inmates experiencing substantially higher rates of physical victimization by correctional staff (246 per 1,000) compared to female inmates (83 per 1,000). The study also distinguished between incidents involving weapons and those without, finding that male inmates were more likely to experience weapon-involved violence both from other inmates and staff, while female inmates were more likely to experience non-weapon physical violence from other inmates. Perhaps most significantly, the research demonstrates substantial variation in victimization rates across different facilities within the same prison system, with inmate-on-inmate physical violence ranging from 129 to 346 per 1,000 inmates depending on the facility. This variation suggests that institutional factors, management practices, and facility characteristics play crucial roles in determining safety levels, pointing toward the potential for targeted interventions to reduce violence. The study's findings indicate that physical victimization rates in prison are 18 to 27 times higher than those in the general population, underscoring the urgent need for evidence-based strategies to create safer correctional environments. These results provide essential baseline data for developing policies and practices aimed at reducing violence while highlighting the complex relationship between facility size, institutional management, and inmate safety. May 2007 Criminal Justice and Behavior | Volume 34, Issue 5 DOI: 10.1177/0093854806296830 This comprehensive study examines physical victimization rates within a state prison system, revealing significant variations by gender, perpetrator type, facility size, and weapon involvement. Citation Wolff, N., Blitz, C. L., Shi, J., Siegel, J., & Bachman, R. (2007). Physical Violence Inside Prisons: Rates of Victimization. Criminal Justice and Behavior , 34 (5), 588–599. https://doi.org/10.1177/0093854806296830 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link