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Back to Research RELMA-Measurement Instruments for Assessing the Performance of Professional Learning Communities (PLCs) Cynthia L. Blitz & Rebecca Schulman This 72-page report, 'Measurement Instruments for Assessing the Performance of Professional Learning Communities' written by Cynthia L. Blitz and Rebecca Schulman of the Rutgers Center for Effective School Practices, is a critical resource for researchers, practitioners, and education professionals seeking to evaluate and improve professional learning communities (PLCs) in educational settings. Developed by the Regional Educational Laboratory Mid-Atlantic for the Institute of Education Sciences of the U.S. Department of Education in collaboration with education leaders, the report is a tool that addresses a significant gap in PLC assessment by compiling 49 measurement instruments across quantitative and qualitative domains. Professional learning communities have been promoted for over a decade as an effective approach to teacher professional development. These collaborative teams typically meet regularly to develop lesson plans, examine student work, monitor student progress, and improve instructional practices. Despite their widespread adoption, rigorous evaluation studies of PLCs remain limited, with mixed evidence regarding their efficacy. The measurement instruments are categorized across three analytical levels: Teacher/Principal Level: focusing on beliefs, self-efficacy, school culture, and professional development outcomes PLC Team Level: examining group dynamics, team culture, and collaborative processes School/Student Level: investigating knowledge and performance outcomes While most instruments rely on self-reported data through surveys and interviews, few utilize direct observation or systematic artifact analysis. The tool emphasizes the importance of tailoring measurement to specific program circumstances, recognizing that evaluation needs vary across different educational contexts. Researchers and practitioners are encouraged to use the tool's methodical approach: first consulting the PLC logic model to determine information needs, then selecting appropriate instruments based on their specific planning, implementation, or evaluation goals. By providing this comprehensive compilation, the tool aims to support more rigorous and nuanced assessment of professional learning communities, ultimately contributing to improved educational practices and student achievement. September 2016 Published: Regional Educational Laboratory Mid-Atlantic for Institute of Education Sciences This report compiles 49 measurement instruments for assessing the performance of professional learning communities in educational settings, aimed at helping education professionals evaluate and improve initiatives. Citation Blitz, C. L., & Schulman, R. (2016). Measurement instruments for assessing the performance of professional learning communities (REL 2016-144). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Retrieved from http://ies.ed.gov/ncee/edlabs View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News CESP Showcases Computer Science, Partnering Educator, and Ice Cream at NSTA Rutgers CESP's David Amiel and Roselle Park CS teacher Cristin Sedelmaier share an ice-cream-themed CS and design project at the 2025 NSTA Conference in Philadelphia Ever wondered how to blend ice cream, computer science, and design into a hands-on experience for students? Through the Rutgers EIR project, Rutgers University and Roselle Park Middle School joined forces to create an exciting - and delicious - project that does just that! They share this lesson with educators from across the country at the 2025 National Conference on Science Education. Computer science (CS) is more than just programming. It’s an essential skill that helps students understand and shape the world around them. Engaging students in CS by connecting it to their lives and other disciplines fosters interest and demonstrates its relevance, making it clear that CS is a field for everyone. Projects that merge CS with creativity and real-world applications are an important part of building this connection, especially for younger learners. As part of the ongoing Rutgers EIR grant project, researchers at Rutgers CESP have partnered with middle school educators across the state to make targeted enhancements to their CS and related instruction to increase relevance and engagement, and deepen students understanding and knowledge of CS. Through this work, Rutgers CESP has partnered with middle school CS teachers at the Roselle Park School District. Together, they built on an existing entrepreneurship and design project to create a unique, hands-on project that explores key CS concepts like networking, web development, and data analysis! David Amiel and Cristin Sedelmaier showcased this innovative lesson to a national audience at the 2025 National Conference on Science Education, hosted by the National Science Teachers Association (NSTA) in Philadelphia on March 27, 2025. The Scoop on the Project Students take on the challenge of planning and creating a fictional ice cream shop. Through the process, students develop entrepreneurial skills by conducting market research and designing a shop around a theme of their choice while exploring other concepts, such as: Networking, the Internet, and websites Internet safety and networking Data collection, analysis, and use The engineering design process (EDP) and 3D modeling Students start by creating a logo for their parlor, while also learning about logos, what makes them successful, and how they use colors, shapes, and type. Then, students design other print products and merchandise (such as menus, social media posts, t-shirts, stickers, and store signage). Through this portion of the project, students learn about marketing, design, and the use of graphics programs like Canva. Next, every great ice cream store needs a website! But... what is the internet? Why are there tubes along the ocean floor? Students learn about networking and the Internet before creating their own website using Google Sites (a structured and controlled environment) - learning about what should and should not be posted online. A Fully Customizable Experience There are many other components of the project to explore, like building a 3D model of the store or surveying friends and family about flavors and toppings and using that data to make decisions (but first, what is data? and how to we understand it?). From there, the possibilities are endless! Teachers can adapt this project to meet their classroom needs by focusing on concepts like branding, web design, data analysis, and 3D modeling. The project’s flexibility allows for extended learning with activities such as: Researching how ice cream is made Creating recipes and developing algorithms Exploring nutrition and food safety Modeling basic business costs and revenues This customizable approach empowers students to take ownership of their learning and gives educators the flexibility to easily modify and differentiate the learning experience. Although the project was implemented in a 7th grade technology course, it can easily be taught in other classes, engage learners of different grade levels, and be extended/shortened to different lengths by adding/removing components. Why Teach Computer Science, Entrepreneurship, and Design? This project aligns with many important CS learning standards. It encourages computational thinking through website design, data analysis, and decision-making, explores real-world applications of tools in various disciplines, and promotes digital literacy with discussions on internet safety, privacy, and networking. Of course, additional learning objectives are met for science, technology, and the visual arts! I Importantly, the project also incorporates structured collaboration through period peer feedback. It can also be easily modified to be a team effort - developing even more collaboration skills as students work together to develop their ice cream shops. The lesson also encourages students to think about entrepreneurship and technology from multiple perspectives: Purpose – Why do businesses need branding and a digital presence? Function – How do websites, data, and design impact business success? Impact – How do business and technology decisions shape industries and communities? Ready to Dig In? The poster from the NSTA presentation is now available in the research archives on our website. The full lesson package, including supplementary materials and ready-to-use instructional guides, will be available as a resource. If you implement the project, be sure to share your extensions, modifications, and favorite flavors with us! Reach out to us with questions, ideas, and feedback on social media using #RUCSReady or by email at david.amiel@rutgers.edu . Explore shared resources below: Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Research Brief: Response to Intervention (RTI) and Special Education Services Aligning and differentiating RTI frameworks with special education eligibility and supports This brief explains how RTI can work alongside IDEA to improve the accuracy of special education referrals, reduce misplacements, and ensure students receive early, individualized academic and behavioral support. Suggested Citation Blitz, C. L., Amiel, D. J., & Clough, T. G. (2021, September). Research brief: Response to Intervention (RTI) and special education services . New Brunswick, NJ: Rutgers University Center for Effective School Practices. Retrieved from https://cesp.rutgers.edu/. This brief from Rutgers CESP explores how the Response to Intervention (RTI) model interacts with special education services under the Individuals with Disabilities Education Act (IDEA). As schools strive to provide equitable and effective support for students with diverse learning needs, RTI serves as both a preventive and diagnostic tool that ensures students are identified early and accurately. The brief traces the history of special education placement criteria, particularly the shift away from the outdated IQ discrepancy model toward data-driven approaches like RTI. It explains how RTI structures support students in general education settings and describes how progress monitoring and targeted interventions can lead to more informed and appropriate referrals for special education services. CESP, 2021 - Research Brief - Response to Intervention (RTI) and Special Education Service .pdf Download PDF • 367KB By aligning RTI with IDEA requirements, schools can improve the accuracy and timeliness of special education evaluations while reducing the risk of over-identification or inappropriate placement. The multi-tiered structure of RTI provides schools with a flexible system for delivering personalized support, minimizing academic failure, and conserving limited special education resources. This brief underscores the importance of using RTI data as a supplement—not a substitute—for comprehensive evaluations, and encourages collaboration among general and special educators. When implemented thoughtfully, RTI strengthens the capacity of school systems to serve all learners effectively, promoting both academic achievement and equitable access to specialized services when needed. 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 Regional Education Laboratory Mid-Atlantic (RELMA) Institute of Education Sciences Served as Research Alliance (RA) Task Lead as part of RELMA’s Senior Leadership Team working with regional stakeholders from teachers to government officials to develop, maintain, and grow meaningful partnerships that engage them in the process of using research evidence in educational practice and decision making. The Center's contribution included the creation and maintenance of a comprehensive database and tracking system, leading several research and evaluation efforts wihin the context of professional learning communities (PLCs) and research Alliances (RAs), and active participation in dissemination efforts. Monitored and facilitated the progress of all of RELMA’s RA to maintain focus on the overarching mission of the RA task of addressing education stakeholders’ needs in the following areas: Early Childhood Education, HBCU College Completion, Longitudinal Data Use, Principal Effectiveness, Professional Learning, Teacher Evaluation, Rural Education, and School Completion and Engagement, as well as engaging LEAs and SEAs in this work. This monitoring included active participation in RA meetings, communication with stakeholders to ensure the REL was meeting their needs, collaborating with the RELMA team to develop and coordinate the cross-RA meeting, presenting at Governing Boardmeetings and soliciting input from the members, and ensuring the leadership team was focused on the overarching mission of the RA task. Also served as Coordinator for the Professional Learning Research Alliance (PLRA) which focused on critical needs and issues around systems, processes, and procedures for creating sustainable PLCs, models and measures for assessing the return on investment from PD, and strategies for tailoring professional learning for teachers and schools. Additionally, led research and evaluation efforts on several large-scale projects focusing on the implementation of PLCs and their impact at the district, school, teacher, and student levels. In addition, conducted a technical assistance project that focused on the profiling of PD practices in NJ districts. Timeline This project began in 2012 and concluded in 2017. Sponsorship This project was conducted with a $2,100,000 service contract from ICF Incorporated. [award #ICFI 11AS00025]. Project Leaders & Key Personnel Program Lead: Dr. Teresa G. Duncan, Ph.D. Research Alliance Task Lead: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations ICF Incorporated LLC Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research 2023 Tech Tactics Conference Accessible Data Dashboards & Visualizations as Pragmatic Planning Tools for Educators David J. Amiel Educators and administrators are surrounded by data, whether it is routinely collected, generated passively by learning management systems, or gathered through learning activities and assessments. With this data, educators can effectively differentiate and scaffold instruction, and administrators can make informed decisions about resource allocation, course offerings, and curriculum articulation. However, this is only possible if data is mobilized, which requires it to be faithfully interpreted, accessibly presented, and situated within qualitative contexts. In this presentation, through real-world examples and case studies, we demonstrate several ready-to-use techniques, tools, and dashboards intended to infuse informed data-use into educational decision-making. Learning objectives: Learn accessible data pipelines to organize, summarize, and visualize educational data (such as academic performance or student enrollment) Learn how to translate findings from educational data into meaningful and informed change to promote educational equity and achievement Learn the importance of situating data analyses within a broader, qualitative context to gain a deeper, more nuanced understanding November 2023 Conference: Tech Tactics in Education, Data and IT Security in the New Now Location: Orlando, Florida Through real-world examples and case studies, this presentation demonstrates ready-to-use techniques, tools, and dashboards for infusing informed data use into educational decision making. Citation Amiel, D. (2023, November 7-9). Accessible data dashboards and visualizations as pragmatic planning tools for educators [Conference presentation]. Data and IT Security in the New Now, Orlando, FL, United States. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Shreya Adupa Research Assistant Shreya Adupa is a Research Assistant at Rutgers CESP, where she contributes to projects aimed at enhancing educational methodologies and outcomes. She is pursuing a double major in Finance and Computer Science at Rutgers University, integrating analytical and technical skills to address complex challenges. In addition to her research role, Shreya has been recognized for her teaching contributions. She received the Excellent TA Award from the Rutgers Computer Science Department for the 2023–2024 academic year, acknowledging her effectiveness as a Teaching Assistant. This award highlights her ability to convey complex concepts clearly and engage students effectively. Shreya also has experience in web development. She completed a summer internship at Contentstack, where she developed valuable skills in this area. Her interest in web technologies complements her academic background, allowing her to create content that supports learning in web development and education. e : p : sa1771@scarletmail.rutgers.edu (732) 564-9100 x10 Education : B.S., Computer Science/Finance; Rutgers University [anticipated]

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Back to Projects Employment, Development, Guidance, and Engagement (EDGE) N.J. Commission for The Blind The Rutgers University Center for Effective School Practices (CESP) is serving as the external evaluator for the Employment, Development, Guidance, and Engagement (EDGE) program, a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured into two distinct phases: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. Both phases are strengthened by the invaluable insights and guidance from former EDGE enrollees who now serve as staff and mentors, providing a unique perspective to current participants. In its evaluative capacity, Rutgers CESP will closely collaborate with the EDGE program's stakeholders to assess its efficacy and impact. This comprehensive evaluation will involve detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. CESP is excited about this partnership and is eager to contribute its evaluative expertise to a program making a profound difference in the lives of blind and visually impaired youth. Timeline This project began in July 2022 and is scheduled through June 2025. Sponsorship This program is funded by the New Jersey Commission for the Blind and Visually Impaired (Department of Human Services). Rutgers CESP is contracted for evaluation services by The Arc of Ocean County. Project Leaders & Key Personnel Program Director: Perry Sandler External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations The Arc, Ocean County Chapter Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Taylor Clough Research Assistant e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University Affiliations : Biographical Highlights Taylor Clough is a Research Assistant at Rutgers CESP, where he contributes to educational research initiatives by assisting in program implementation and the dissemination of findings. His background includes experience in community research, which informs his work in translating research into effective educational practices. Taylor's diverse experience in both research and clinical settings reflects his commitment to enhancing mental health and educational outcomes through evidence-based practices. Beyond his responsibilities at CESP, Taylor is a Licensed Social Worker at Awaken Wellness, where he provides mental health therapy. In this capacity, he employs a person-centered, trauma-informed, and eclectic approach, integrating techniques from Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), solution-focused therapy, and narrative therapy. Taylor specializes in addressing issues such as depression, anxiety, trauma, grief/loss, and substance use. He is particularly attuned to the unique challenges faced by the LGBTQ community, striving to create a safe and non-judgmental environment for his clients.