Bridges is uniquely equipped to address the needs of newcomer English Learners (ELs) given our more than a decade of experience supporting the emerging academic and social-emotional needs of this population. Our core work of creating and training educators on curricula for newcomer ELs is funded by the New York State Education Department’s Office of Bilingual Education & World Languages, and is held to rigorous standards. Our school partnerships involve extensive collaboration with teachers and administrators, enabling us to visit classrooms, coach teachers on their practices, and collect data for research purposes. In recent years we have expanded our reach by offering professional learning to districts across the country, thus diversifying our experience and broadening our impact.
Our team is comprised of specialists in the fields of linguistics, urban education, literacy education, arts education, administrative leadership, educational psychology, and public health, the majority of whom have also had teaching careers in New York classrooms. In addition to our core staff, we also partner with lead teachers across NY state, who have a significant role in providing feedback on the design and implementation of our curricula. The Bridges Leadership Advisory of school and district administrators provides professional insight on current issues that informs our work. As a project of the Graduate Center, CUNY, we are also affiliated with the Center for Advanced Study in Education (CASE) and the Research Institute for the Study of Languages in Urban Society (RISLUS).
The singular combination of our wide breadth of experience, diverse partnerships, mature administrative capacity, and proven track record of surpassing deliverables, makes us an ideal organization with which to collaborate.
Bridges serves a population of immigrant students who have recently entered public high schools, are new to English, and who have had interrupted and/or inconsistent schooling in their home country. Bridges students have a wide range of home language literacy levels, from new to print, to two years below grade level.
We serve a subset of multilingual learners who are known as Students with Interrupted or Inconsistent Formal Education (SIFE), or students with literacy or math skills two years below grade level. The students who need the most support are those new to print or have a reading level below the third grade in their home language, SIFE with Developing Literacy (SDL).
To advocate for newly arrived immigrants with developing literacy by providing curriculum, resources, and training to educators.
For all immigrant youth with developing literacy to thrive in school and to participate meaningfully in society.