English is a second language to about 30 million people in the United States, and over 11 million are children ages 5 to 17. According to 2011 Statistic Abstract (U.S. Census Bureau), there are 10.9 million children in the U.S. who speak a language other than English at home. Taking into account the estimated growth in the school-age population, it's projected that the number of school-age children of immigrants will increase from 12.3 million in 2005 to 17.9 million in 2020-and a significant portion of these children will likely require ELL services. As we help to create a stage where students can consider their futures, we must thoughtfully acknowledge how future possibilities may be informed by the past.
In this webinar, presenters Mia Allen, Curriculum Specialist at Imagine Learning, and Jason Barbosa, Assistant Principal at Place Bridge Academy, will describe the concrete ways in which administrators, educators, and community-based organizations are addressing the unique social-emotional and academic needs of the refugee students and their families.
- Characteristics of the SIFE student
- Factors that impact academic success
- Successful programming
- Language skills required to traverse academic, social, and cultural environment
- Research-based instructional strategies
- Place Bridge Academy: a case study
Mia A. Allen is a former dual language elementary school teacher, earned her master's degrees in elementary education with an emphasis in second language acquisition from the University of Northern Colorado, and Bilingual Special Education from the University of Colorado-BUENO CENTER. Mrs. Allen is an Ed.D. candidate in Curriculum, Instruction and Assessment. Prior to working with Imagine Learning as a Curriculum Specialist, Mrs. Allen taught Culturally and Linguistically Diverse Students in the Denver Public Schools for 13 years. She has also worked as a district English language development curriculum facilitator and an evaluator of multicultural special education programs. She currently serves on the board of the Colorado Association of Bilingual Educators.
Jason Barbosa began his career in San Diego where he taught social studies, health sciences, special education, and English language learners. Mr. Barbosa received his BA from San Diego State University, his MA from Chapman University, and his Administrative Training at The University of Denver. He has been a building leader for five years, with experience in ECE-12. His passion in education includes working with lower socioeconomic families, students with special needs, English language learners, and teachers. Mr. Barbosa has developed RTI models that are used in K-12 schools with target reading and writing strategies. His interests are in K-8 schools, middle schools, and high schools with a focus on Title I Education.