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Presented at Tech Tactics in Education 2023: Data and IT Security in the New Now 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 goals: 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 View the Conference Page Amiel, 2023 - Data Dashboards as Planning Tools, Tech Tactics in Education .pdf Download PDF • 1.99MB Suggested 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. Suggested Citation: Amiel, D. J. (2023, November 7). Accessible Data Dashboards and Visualizations as Pragmatic Planning Tools for Educators [Conference presentation]. Tech Tactics in Education: Data and IT Security in the New Now, Orlando, FL. https://techtacticsineducation.com/events/data-and-security-2023/sessions/tuesday/accessible-data-dashboards-and-visualizations-as-pragmatic-planning-tools-for-educators.aspx Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Accessible Data Dashboards & Visualizations as Planning Tools

Back to Research Recruiting Diverse Learners to Computer Science Education Cynthia L. Blitz, Vivian Allen, & David J. Amiel This presentation discussed practical strategies and techniques for recruiting diverse learners to computer science education. The session covered four key areas: communication strategies that emphasize knowing your audience and tailoring messages effectively; institutional practices including structural and cultural changes needed to support CS education; outreach initiatives such as events, clubs, summer experiences, and parent engagement; and instructional practices that incorporate content pedagogical knowledge and culturally responsive teaching. The presentation highlighted real-world examples from schools that have successfully increased CS enrollment through targeted recruitment efforts, cross-curricular integration, coordination between middle and high schools, and the creation of supportive learning environments. Special attention was given to addressing persistent inequities in participation and performance of women and underrepresented minorities in computer science education. June 2020 2020 Pennsylvania Computer Science For All Summit Harrisburg, Pennsylvania, USA This presentation discussed practical strategies for recruiting diverse learners to CS education, covering communication, institutional practices, outreach initiatives, and instruction. Citation Blitz, C. L., Allen, V., & Amiel, D. J. (2020, June 24). Recruiting Diverse Learners to Computer Science Education [Conference presentation]. 2020 Pennsylvania Computer Science For All Summit, Harrisburg, PA. https://www.pattan.net/Events/On-line-Courses/Course-2736/Events/Session-34589 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Projects iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum National Science Foundation This project was intended to broaden the participation of underrepresented populations in STEM education. Researchers and curriculum developers refined systems thinking and place-based curriculum, which were used by federal Upward Bound programs. Four Upward Bound programs from different locations across the country participated in this project and implemented the curriculum and capstone projects. Researchers conducted surveys, interviews, and focus groups with college access professional staff to address questions including the impact of the iStronG approach on students’ STEM interest, understanding of systems thinking, and awareness of STEM careers, as well as to assess the success of the professional development trainings. Comparisons were made between Upward Bound programs that administered the iStronG curriculum and those that did not. The evaluation of the project was led by CESP. The primary goal of the evaluation was to monitor the implementation of all components of the project, assess the fidelity of the implementation protocols, and identify barriers and facilitators to implementation that could potentially cause differences in the outcomes observed at different sites, for different groups of students, and/or at different phases of the project. This information was crucial for informing the project leaders about aspects of the implementation that needed improvement, as well as for assessing the feasibility of standard application and scalability of the program. Timeline This project began in September 2018 and concluded in Agugust 2022. Sponsorship This project was funded by a $1.2 million grant from the National Science Foundation through the "Innovative Technology Experiences for Students and Teachers (ITEST)" program to the Council for Opportunity in Education. Rutgers CESP was externally contracted for evaluation services. Project Leaders & Key Personnel Principal Investigator: Dr. Margaret Callahan, Ph.D. Co-Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Council for Opportunity in Education Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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 Facilitators and Barriers to Employment Among Individuals with Psychiatric Disabilities: A Job Coach Perspective Cynthia L. Blitz & David Mechanic This study surveyed 28 job coaches from supported employment programs to understand what helps or hinders employment success for people with psychiatric disabilities. The coaches provided detailed accounts of their experiences with 112 clients, comparing those who successfully found jobs with those who struggled to secure employment. This perspective offers valuable insights into practical strategies that work in real-world employment settings. The research identified three key practices that effective job coaches use: thorough evaluation of each client's needs and abilities, targeted skills training, and removal of practical barriers like transportation or childcare issues. Job coaches focus on factors they can actually change rather than the mental health condition itself. They found that clients with higher education levels and previous work experience were more likely to succeed, and that individualized approaches work better than one-size-fits-all solutions. The findings reveal that most successful clients (80%) worked part-time, often to avoid losing disability benefits, and only 30% disclosed their psychiatric condition to employers. The study suggests that employment success depends on addressing multiple factors simultaneously - from building job skills to solving practical problems like getting to work. This research provides evidence for comprehensive, individualized support services that can help more people with psychiatric disabilities find and keep meaningful employment. September 2006 Work | Volume 26, Issue 4 This study examines employment facilitators and barriers for individuals with psychiatric disabilities from the perspective of job coaches, identifying best practices and intervention strategies. Citation Blitz, C. L., & Mechanic, D. (2006). Facilitators and Barriers to Employment Among Individuals with Psychiatric Disabilities: A Job Coach Perspective. Work , 26 (4), 407–419. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Resources Navigating and Selecting Tools for Distance Education Practical Solutions & Guidance for K-12 CS Teachers This practical guide helps CS teachers find, adapt, and implement online resources for distance learning that promote equity, engagement, and effective instruction for diverse student populations. Suggested Citation Blitz, C., Amiel, D., Allen, V., & Incantalupo, M. (2021, June). Navigating and Selecting Tools for Distance Education . 2021 Computer Science Teachers Association Annual Conference, Virtual Conference. This presentation from the CSTA 2021 Annual Conference provides educators with practical strategies for finding, adapting, and using computer science education resources in distance learning environments. Developed by researchers from Rutgers University's Center for Effective School Practices in collaboration with K-12 educators, the presentation addresses the challenges teachers face when searching for appropriate tools that promote equitable, inclusive classroom practices. The resource offers concrete guidance in three key areas: finding resources (through effective Google searches, peer collaboration, student input, and school/district advocacy), adapting resources (by gauging student understanding, aligning with curriculum standards, combining multiple resources, and adding collaboration opportunities), and implementing various CS tools and platforms. The presentation emphasizes how educators can tailor online resources to meet the diverse needs of student populations across race, socioeconomic status, academic performance, and CS experience levels. With practical examples of search techniques and a framework for advocating for needed resources, this guide helps CS teachers navigate the overwhelming abundance of online materials to select those that best promote learning, justice, and engagement for all students in remote learning environments. CSTA_2021_Blitz et al 2021 - Navigating and Selecting Tools_FINAL .pdf Download PDF • 2.47MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Robert Zywicki, Ed.D., M.B.A. Superintendent in Residence e : p : rzywicki@gse.rutgers.edu (732) 564-9100 x10 Education : Ed.D.; Saint Peter's University M.B.A.; The University of Iowa Tippie College of Business M.A.; Saint Peter's University B.A.; Rutgers University Dr. Robert R. Zywicki is a dynamic and innovative educational leader with over two decades of experience transforming educational organizations. His expertise spans multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, project-based learning, and school finance, consistently delivering measurable results in student achievement and organizational effectiveness. A proven change agent, Dr. Zywicki's tenure as a two-time PK-12 Superintendent of Schools is marked by significant accomplishments including increased graduation rates, expanded special education inclusion, and successful implementation of major capital projects. His transformative leadership has earned numerous accolades, including recognition as a District Thought Leader by Future Ready Schools, a "Superintendent to Watch" by the National School Public Relations Association, and the "Friend of Education" award from the NJEA for "extraordinary contributions to the profession." As an insightful graduate professor, sought-after keynote presenter, and trusted advisor to scores of urban, suburban, and rural districts, Dr. Zywicki delivers strategic coaching to educational organizations and governance boards nationwide. His expertise has been recognized by universities and state agencies, leading to appointments on advisory boards shaping literacy standards, computer science curriculum, interdistrict school choice, and the allocation of federal funds for at-risk learners. Notably, Dr. Zywicki played an instrumental role in the reopening of New Jersey's schools in September 2020, co-authoring the NJDOE's Road Back COVID-19 reentry manual. He has been featured in articles, podcasts, and webinars by Education Week, District Administration, School Administrator, and ASCD. Beyond his professional achievements, Dr. Zywicki demonstrates his commitment to community through coaching youth lacrosse, football, and basketball, and has served as an elected member of his local board of education. His unwavering passion for personalized learning drives his mission to make a meaningful difference for ALL students. Dr. Zywicki is renowned for energizing educational teams and equipping them with actionable strategies to drive meaningful change. His innovative approaches to leadership, instruction, and technology integration continue to open new possibilities for students across the United States.

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. This four-lesson unit introduces middle school students to the fundamental ideas behind how computers work. Through a series of puzzles, simulations, and interactive activities, students explore computational thinking, algorithms, computer systems, and binary representation. Each lesson builds on the previous one, helping students understand how computers solve problems by following precise instructions and processing information step by step. Students begin by developing logical problem-solving strategies and learning about computational thinking. They then explore how algorithms are used to solve problems and how careful observation and precise instructions are essential in programming. In later lessons, students investigate how computers process information through input, storage, processing, and output, and how data is represented using binary. By the end of the unit, students will have a foundational understanding of how computers solve problems, how information is processed within a computer system, and how computational thinking strategies can be applied to complex challenges. This lesson package includes: Presentation slides Cut Block Logic Puzzle Worksheets and Answer Keys Spot the Difference Worksheets (Robots and Fish) Bubble Sorting Number Cards (#1-6) Traveling Salesman Printable Activity Image “How Computers Work” Activity Resources Sheets (CPU 1 & 2, ALU, Display) Activity Instructor Information Sheet Student Video Worksheet Computational Thinking (CT) Printable Skills Quadrant How Computers Work - Lesson Plan & Overview .pdf Download PDF • 153KB How Computers Work - Slide Deck .pptx Download PPTX • 3.72MB How Computers Work - Bubble Sort Cards, Printable .pdf Download PDF • 51KB How Computers Work - Traveling Salesman Image, Printable .pdf Download PDF • 902KB How Computers Work Video - Student Questions Worksheet .pdf Download PDF • 30KB How Computers Work - CT Quadrants, Printable .pdf Download PDF • 12KB "How Computers Work" Activity Resources Instructor Info .pdf Download PDF • 66KB CPU 1, Student Sheet .pdf Download PDF • 283KB CPU 1, Answer Key .pdf Download PDF • 59KB CPU 2, Student Sheet .pdf Download PDF • 313KB CPU 2, Answer Key .pdf Download PDF • 62KB ALU_Memory, Student Sheet .pdf Download PDF • 104KB Display, Student Sheet .pdf Download PDF • 107KB Cut Block Activity Resources Cut Block Puzzle Sheet 1 - Student .pdf Download PDF • 255KB Cut Block Puzzle Sheet 1 - Answer .pdf Download PDF • 237KB Cut Block Puzzle Sheet 2 - Student .pdf Download PDF • 254KB Cut Block Puzzle Sheet 2 - Answer .pdf Download PDF • 236KB Spot the Difference Activity Resources Spot the Difference_Puzzle 1_Robots_Student .pdf Download PDF • 284KB Spot the Difference_Puzzle 1_Robots_Answer .pdf Download PDF • 284KB Spot the Difference_Puzzle 2_Fish_Student .pdf Download PDF • 277KB Spot the Difference_Puzzle 2_Fish_Answer .pdf Download PDF • 278KB Suggested Citation: Center for Effective School Practices. (2025). Understanding Algorithms with Board Games [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/how-computers-work/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources How Computers Work