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From YouTube: Parent Connection - September - 2017
Description
Teresa Interviews Gaston Gamez, ELL Family and Community Outreach Program Manager About His Position and New
AACPS-TV Show, "Global Perspectives"
A
B
A
B
A
year
later,
I
was
promoted
to
the
outreach
specialist
for
the
infants
and
toddlers
in
child
find
program,
and
we
was
such
an
amazing
again
experience
in
working
in
the
Communion
and
doing
parent
trainings
and
completing
all
three
of
referrals
for
our
spanish-speaking
students
coming
in
in
the
program
and
then
I
will
suffer
a
job
with
you
and
your
office
recently.
So
well.
A
We're
really
happy
to
have
you
in
school
and
family
partnerships
and,
of
course,
our
job
within
our
office
is
always
reaching
out
to
parents
involving
parents
figuring
out
how
to
engage
parents
in
their
children's
education
and
for
you,
a
big
part
of
your
job
I
know
is
working
with
the
international
families.
Making
them
welcome
and
actually
getting
them
were
involved.
So
tell
us
first
of
all
a
little
bit
about
what
a
bilingual
facilitator
does.
What
what
is
the
role
of
that
in
our
office?
So.
B
Bilingual
facilitator,
you
wear
many
hats,
multiple
hats!
You
are
a
school
ambassador.
You
are
the
liaison
between
the
schools
and
the
families
in
that
community.
You
also
are
a
mentor
to
parents
and
students.
You
are
a
translator
and
interpreter
so
again,
many
many
multiple
roles,
but
also
most
of
our
families.
They
rely
on
us
as
a
a
confidante
personal
confidence
that
they
trust
us,
since
they
have
no
family
members
who
extended
family
and
the
country.
B
A
B
It
has
grown
for
the
past
decade.
In
the
recent
years
we
have
seen
an
influx
of
families
coming
from
all
over
the
world,
but
specifically
from
Mexico
and
Central
America,
so
I
believe.
Last
year
we
had
a
total
global
general
population,
enrollment
of
82,000
students
and
about
11,000,
PLL
or
international
families
of
students.
A
Do
where
do
most
of
the
countries
or
what
are
most
of
the
countries
that
our
families
are
coming
from?
We
know
they're
coming
from
all
over
the
world,
so
we
have
international
families
from
every
every
country,
but
where
are
the
most
of
our
international
families
coming
from
now,
most.
A
B
Of
our
families,
they
have
a
little
or
no
education
at
all
from
their
country,
so
we
work
in
hand
with
them
to
show
them
the
education
system
in
our
country,
specifically
in
our
County.
When
it
comes
to
attendance,
the
importance
of
being
are
coming
to
school,
senator
Dirk's,
their
students
to
school
every
day
made
on
time
and
also
for
the
parent
to
participate
in
any
parent
event
that
are
being
offered
from
the
schools.
I
know.
A
That
as
I
work
with
staff
and
with
some
of
the
families,
that
is
one
of
the
big
obstacles
in
our
country,
we
expect
that
families
and
parents
and
extended
family
are
going
to
be
involved
in
their
students,
education,
it's
something
we
hung
work.
Part
of
it
is
something
we
extend
in,
so
that
we
send
that
home.
We
want
the
parents
to
see
what
the
students
are
doing
and
engage
in
that,
as
well
as
wanting
them
to
come
into
the
schools,
but
that
is
different
than
in
many
of
the
countries.
It.
B
Is
coming
from
it
is
different
in
some
of
their
countries.
They
don't
expect
the
parent
to
participate
at
all
in
their
child's
education,
so,
as
a
I
would
say,
a
struggle
for
some
families
to
understand
the
importance
of
them
participating
on
their
daily
students,
activities
such
as
homework,
how
to
help
you
with
the
homework
or
how
to
call
the
school
or
just
to
send
a
note.
So
it's
not
common
for
them.
So
we
have
to
help
them
to
understand
and
train
them
how
to
do
the?
How
to
do
that
as
well.
Well,.
A
B
Obstacles
but
I
think
the
main
one
will
be
the
language
barrier.
Some
of
our
families,
I,
would
say
most
of
our
families.
They
have
no
knowledge
of
English
at
all,
so
we
work
with
them
in
understanding,
basic
translations
and
our,
and
also
in
a
way
that
the
families
can
respond
to
our
communication,
where
we
send
a
letter
home.
Even
if
it's
in
Spanish
too,
respond
to
us
since
they're
not
used
to
that.
B
But
I
think
the
language
barrier
will
be
the
major
obstacle
and
also
we
have
families
who,
or
parents
who
left
their
children
when
they
were
very
little
and
to
in
search
of
a
better
opportunity
for
them
right
so
years
later,
many
years
later
they
bring
their
children
into
our
country,
and
so
they
struggle
with
connecting
having
the
mother,
parent
and
student
or
the
children
with
multiple
children,
sometimes
to
connect
with
them.
So
reunification
is
an
obstacle
for
them.
B
A
And
I
would
think
that
would
be
a
really
a
big
obstacle
because
that's
a
whole
dynamic
in
and
of
itself
and
then
you're,
adding
on
a
new
country,
new
culture,
new
different
way
of
learning.
So
it's
something
that,
as
a
school
system,
I
know
we
want
to
be
really
cognizant
of,
and
we
really
want
to
help
the
families
and
the
students.
Our
ESL
teachers
do
lots
to
really
work
with
the
students
there
that
front
line,
that's
really
helping
them
with
the
language,
but
our
job
I
feel
like
in
school
and
family
partnerships.
A
Really
it's
working
with
the
families
and
making
sure
that
the
families
get
the
information
they
need.
You
mentioned
some
of
them
not
actually
being
able
to
read
and
write
or
have
an
education
even
in
their
own
language.
So
if
you
send
something
home
just
in
their
language,
their
Spanish
or
whatever
the
language
may
be,
it
doesn't
necessarily
mean
that
they
are
getting
the
information
exactly
so
that's
something
that
I
know
that
we're
always
trying
to
look
at
get
ideas.
A
Talk
to
the
families
figure
out
the
best
way
to
get
the
information
to
them,
because
it
is
something
we
we
feel
very
responsible.
As
a
school
system
make
sure
everybody
gets
the
information
and
every
every
pair,
no
matter
where
your
origin
is,
you
want
the
best
for
your
families,
and
lots
of
these
families
have
really
gone
through
enormous
struggles
to
get
here
for
a
better
life
for
their
families.
So
you
know
I.
Sometimes
we
hear
people
talk
about.
A
They
should
just
learn
the
language,
and
things
like
that,
but
I
certainly
know
is
someone
if
you're
traveling
in
a
different
country-
and
you
don't
know
the
language-
it's
not
something
you
can
pick
up
overnight
as
an
adult,
it's
something
that
you
do
get,
but
it
children
get
it
a
lot
faster
than
adults.
It's.
B
A
B
We
do
have
a
wonderful
team
of
interpreters.
We
have
a
bank
of
a
hundred
and
twenty
five
interpreters
countywide.
The
color
covers
all
the
languages
spoken
in
the
accounting,
oh
and
we
have
a
way
of
free
requesting
an
interpreter
via
fluency,
which
is
a
website
that
is,
is
part
of
our
school
system
and
we
train
some
key
personnel
at
schools
and
administrators,
as
well
as
on
easel
teachers
who
have
access.
We
grant
them
access
to
the
fluency
website,
so
they
can
request
the
interpreter
or
interpreters
need
a
per
a
specific
event
or
a
parent-teacher
conference.
B
Perhaps
in
any
language,
so
all
they
have
to
do
is
have
access
to
it
and
request
it
and
find
the
look.
You
know
specific
space,
specify
the
location
and
the
time
that
they
need
at
the
interpreter
or
interpreter
sound.
We
also
have
a
besides
the
wonderful
team
of
bilingual
facilitators.
We
have
you
know
some
other
interpreters
who
are
willing
to
help
us
on
a
daily
daily
activities
in
our
schools.
That's.
A
Really
good
and
I
know
our
bilingual
facilitators,
as
well
as
the
other
people
that
are
working
for
us
on
a
temporary
basis.
Sometimes
do
lots
of
translations
do
work
with
the
schools
that
they're
assigned
to
make
sure
that
that
information
is
getting
home?
We
do
lots
as
a
system
with
getting
large
documents
translated,
but
when
it's
something
that's
customized
to
the
school,
maybe
the
school
newsletter
or
notes
home
to
parents
or
cause.
We
also
are
using
connect
IDI
to
put
the
language
in
the
in
the
something
that
you
can
understand
at
home.
A
D
B
A
B
B
We
we
do
have
a
call
center
specifically
for
language
of
request.
So
what
you
do
is
we
we
assigned
a
a
school,
a
code
or
an
account
number.
So
what
you
do
you
call
you?
You
will
call
the
800
number.
You
will
provide
them
with
the
account
number,
with
your
name,
the
school's
name
and
also
the
language
that
you
need
and
they
will
connect
you
with
a
three-way
conference
call
with
the
interpreter.
So
you
can
relay
the
message,
but
it
will
be
mostly
for
non
emergency.
A
But
that's
a
wonderful
tool
to
have
for
say
the
school
secretary.
If
a
parent
comes
in,
sometimes
it's
really
a
very
short
thing
that
they
need.
They
may
just
be
wanting
to
tell
them.
I
need
to
take
my
child
out
for
a
doctor's
appointment
or
I
forgot.
They
forgot
this.
Can
you
make
sure
that
they
get
their
lunch
or
their
musical
instrument
or
whatever,
or
they
may
just
have
a
question
about
an
upcoming
event?
And
for
that
language
link
is
so
wonderful
cuz,
you
don't
have
to
say,
come
back
or
let
me
get
someone
else.
A
You
really
can
pick
it
up
and
I
think
our
goal
is
for
our
staff
to
get
more
and
more
used
to
using
it,
because
it
might
be
scary
that
first
time
or
two,
but
once
you
use
it
and
see
how
quick
an
interpreter
comes
on
and,
like
you
said,
it's
just
a
three-way
call
so
they're
getting
all
the
information
they
need.
I
think
that
really
is
a
tool
that
has
been
underutilized
but
something
we're
really
trying
to
get
everyone
to
start
using
at
school
right.
B
A
B
I
want
to
assure
that
all
of
our
international
families
have
access
to
our
public
education
at
all.
Schools
and
education.
Educational
centers
in
the
county
also
I
want
to
assist
with
the
four
our
five
Inigo
facilitators
to
grow
and
embrace
their
their
growth
internet
personally,
but
also
professionally,
and
by
providing
them
with
professional
developments
and
trainings
and
more
specific
topics.
So
they
can
just
feel
more
comfortable
in
the
role
they
are
wonderful,
but
we
all
need.
We
all
have
room
to
grow
in
so
I
think
it
will
be
a
good
goal
for
next
year.
Right.
A
And
I
know
you
talked
about
doing
some
simultaneous
interpretation
training
and
for
people
who
don't
know
what
that
is,
there's
interpreting
and
then
there's
interpreting
exactly
at
the
moment.
So
as
someone
is
speaking
you're
actually
speaking
into
a
headset
so
that
people
are
hearing
it
just
like
you
would
think
of
at
the
UN
or
something
like
that,
I've.
B
A
It
that's
really
our
we
have
the
equipment
we
use,
simultaneous
interpreting,
so
I
think
getting
our
staff
more
comfortable
doing.
That
is
really
in
because
of
lots
of
the
school
functions.
If
it's
a
one-on-one
meeting,
you
can
just
do
regular
interpreting,
but
when
you
have
a
large
function,
you
really
do
need
to
have
it.
You
want
that
translation
that
our
interpretation
rather
to
happen
right
in
real-time
access.
B
A
B
Have
developed
throughout
the
past
years,
professional
developments
to
assist
our
school
staff
and
everybody
who
works
for
the
school
system,
from
people
who
worked
in
the
cafeteria
and
janitors
and
all
the
way
up
to
executives
to
become
a
cultural,
sensitive
about
understanding,
other
cultures
and
so
I
think
we're
doing
a
good
job
in
that
we
continue
to.
As
we
continue
to
have
more
students
coming
into
our
school
system,
we
will
continue
to
provide
this
professional
development
to
our
staff
and
but
also
in
addition
to
presentations
that
we
conduct
we
are.
B
We
are
assisting
our
schools
in
utilizing
how
to
utilize
the
language
link
and
also
how
to
utilize
fluency,
and
so
we
all
participate
in
parents
events.
We
encourage
our
our
administrators
and
teachers
to
please
stay
for
this
event.
Tonight
I
will
be
an
international
event,
get
to
know
the
family
get
to
know
their
culture,
get
to
know
a
little
bit
of
what
they
eat
and
what
kind
of
musically
and
they
listen
to
so
they
feel
part
of
it.
They
feel
like.
A
I
think
we
want
our
students
when
they
come
to
school.
Well,
first
of
all
to
be
safe,
to
feel
safe
and
to
feel
welcome
and
to
feel
like
it's
their
school,
so
I
think
all
of
us
are
richer
when
we
get
information
and
when
we
learn
about
more
cultures
and
we're
helping
all
of
our
students
when
we
educate
them
on
every
culture.
That's
within
that
school,
because
many
schools
have
you
know
they
might
have
four
or
five
languages
spoken.
A
We
have
schools
that
have
up
to
12
and
for
15
languages
spoken
in
them,
and
so
we
really
want
those
cultures
to
really
be
kind
of
threaded
through
the
school.
So
everyone
learns
about
that
on
anytime.
We
can
learn
something
new
and
learn
about
other
people.
We're
really
helping
our
students.
I
mean
that's
going
to
help
them
as
they
go
out
in
the
world
and
we
want
them
to
be
successful
and,
of
course,
the
world.
A
You
know
it's
made
up
of
lots
of
different
people,
so
the
more
you
can
work
and
fight
work
with
and
find
out
about.
People
I
think
the
better.
You
are
mm-hmm,
the
more
successful,
so
I
know
you
are
going
to
have
some
TV
shows
as
well.
So
tell
me
a
little
bit
about
your
TV
show
that
you're
going
to
toast
so.
B
I'll,
be
interviewing
of
parents,
or
people
who
are
part
of
the
community
who
are
from
other
countries,
have
been
educated
as
me
as
well
as
me
in
third
country,
and
also
continue
education
here,
or
they
just
had
education
in
their
country.
But
I
would
like
to
know
more
about
how
was
it
you
know?
How
did
it
go
to
you?
Do
you
go
to
schools
with
girls
and
boys
together?
Where
was
your
parent
or
your
parents
involved
in
your
education?
Was
there
free?
B
A
So
I
think
that's
something
we
want
our
viewers
to
tune
into
and
listen
to
and
I
think
it
is
something
when
we
hear
how
that
other
people
have
had
it
really
I
know
when
I've
learned
the
stories
of
many
of
our
bilingual
facilitators
and
some
of
the
ways
that
they
came
to
this
country
and
the
struggles
just
getting
here
and
the
really
the
hardships
that
they
went
through
I.
Think
by
hearing
all
of
that
and
then
how
they've
overcome
it
and
are
doing
are
so
successful
it.
A
It
not
only
helped
us
to
learn
more,
but
it
helps
other
people
who
may
not
be
where
they
are
right
now
you
know
that
saying
yeah
you're
going
to
make
it-
and
this
is
this-
is
someone
who's
been
successful?
This
is
how
they've
done
it.
I
think
you
know
we
want
to
give
that
glimmer
of
hope
to
everyone.
If
you've
just
gotten
here,
lots
of
times
you're
worried
about
where
am
I
going
to
live,
how
do
I
gotta
get
a
job
where
my
children
going
to
school,
so
you're
really
concentrating
on
very
basic
survival.
A
But
then,
as
you're
here
and
get
more
comfortable
and
all
that's
really
when
we
can
embrace
you
and
get
you
more
involved
in
the
system
and
I
love
when
I
go
to
schools
and
I
see,
you
know
bulletin
boards
about
all
the
different
countries
that
people
are
from
within
the
school.
And
you
hear
see
some
of
the
assemblies
that
they're
having
we
don't
want
to
just
make
it
like
one
night
a
year
that
we
have
an
international
right.
B
B
We
do
have
more
schools
every
day
incorporating
more
events
evening.
Events
they
want
to
connect
with
the
family
and
they
want
to
connect
with
the
you
know,
with
the
extended
family
as
well
bring
your
grandmother
bring
your
uncles
and
aunts,
and
so
they
want
to
be
able
to
understand
the
whole
family
and
I.
Think
it's
important
that
you
get
to
know
them
a
little
bit
more,
so
you
can
offer
more
services
and
maybe
be
more
compassionate
about.
You
know
what
families
are
going
through
when
they
go
when
they
get
here.
A
I
know
we've
had
do
you
run?
Actually
you
oversee
some
of
our
title.
3
grams,
so
tell
us
a
little
bit
about
some
of
the
programs
that
will
be
going
on
in
different
schools,
not
necessarily
specific
schools.
But
what
are
some
of
the
programs
that
either
our
school
staff
or
our
bilingual
facilitators
are
going
to
be
offering
this
coming
year?
So.
B
For,
for
example,
for
the
next
school
year,
we
have
approved
45
title
three
programs:
title
three
stands
for
monies
that
are
coming
from
the
federal
government
and
so
as
well.
We
utilize
it
targeted
to
a
ll
or
international
families.
It
varies
from
the
topics,
vary
from
basic
literacy,
early
literacy
or
homework
help
also
dealing
with
behaviors
emotional
behaviors
with
the
children
or
maybe
their
own
behaviors,
as
well
of
emotions
as
well,
and
our
English
classes
for
adults.
B
So
we
have
several
topics
all
over
the
county
in
different
pockets
with
high
population,
elo
families
or
cultural
families
who
are
interested
in
participating.
So
we
have
many
programs,
we
have
school
counselors,
we
have
bilingual
facilitators,
easel
teachers,
administrators
running
the
program,
and
so
they
all
participate
and
come
together
to
have
this
wonderful
event.
Maybe
once
a
month
three
times
a
year
six
times
a
year,
some
like
our
English
English
classes
are
once
or
twice
a
week
starting
in
September.
So
it
will
be
pretty
much
a
ongoing
activities
for
the
community
in
general.
I
think.
A
B
A
Know
I
have
been
a
guest
and
gotten
to
see
some
of
the
women's
groups
that
they've
held
and
one
of
the
the
it
wasn't
the
objective.
I
guess
I
would
say
of
the
class,
but
one
of
the
secondary
things
that
was
really
one
fool
about
it
is
they
came
in
and
what
they
were
really
learning
is
honestly
how
to
navigate
the
school
system.
A
How
what's
expected
of
your
child
was
expected
of
you
as
a
parent,
so
some
of
the
basic
things,
but
what
we
really
saw
happening
and
now
they've
expanded
throughout
the
county
in
many
different
places,
is
these
were
people
who
they
all
had
similar
backgrounds.
They
were
from
different
countries,
but
they
didn't
know
each
other.
A
A
Well,
then,
I'm
not
quite
as
afraid
to
go
to
it
if
I
think
I'm
the
only
person,
especially
if
they're
nervous
about
their
language,
if
they're
nervous
about
their
level
of
understanding-
and
we
know
we
know
they're,
going
to
be
an
interpreter
there,
but
they're
still
looking
that
I
really
have
seen
building
that
community
has
been
a
side
effect
of
almost
all
of
the
title
three
programs,
exactly
as
you
said,
that
is
specifically
geared
that
that
money
has
to
be
spent
on
working
with
international
families,
and
we
take
it
really
seriously.
We.
B
A
B
All
trying
exactly
and
again,
we
do
have
many
programs
and
they
are
wonderful,
they
have
different
purposes
or
objectives,
but
at
the
end
of
the
day,
as
you
said,
the
student
will
benefit
by
training
the
parenting
becoming
a
better
parent,
a
better
listener,
a
better
communicator
within
their
family
members,
and
also
communicating
back
with
the
school.
When
we
are
asking
them
for
any
information
or
volunteer,
we
would
love
for
you
for
them.
B
We
would
like
to
see
more
international
parents
to
volunteer
and
see
how
they
connect
and
how
they
become
closer,
and
they
build
a
relationship
in
a
small
community
within
their
community.
Sometimes
they
have
nobody
here
so
part
by
coming
to
our
schools
and
participating
and
getting
to
know
other
parents.
It's
such
a
wonderful
experience
for
them,
and
also
it's
it's
nice
to
see
them
grow
in
the.
A
Family
and
it
also
their
students,
seeing
them
come
to
that
school
and
be
involved
and
coming
in
to
do
things
that
gives
the
student
a
sense
of
pride
because
all
students,
even
when
they
get
to
an
age
where
they
say
they
don't
want
their
parents
there.
They
really
love
to
see
their
parents
there
and
they
like
the
fact
that
their
parents
are
there
to
help
them,
and
it
just
I
think
it
really
is
just
a
wonderful
way
to
engage
all
families.
A
C
Today,
I
come
to
you
with
exciting
news
about
school
meals.
School
meals
offer
students
a
healthy
school
breakfast
and
lunch
every
day.
Students
are
offered
unlimited
choices
of
fresh
fruits
and
vegetables.
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
each
day
at
lunch
from
our
unique
salad
bars.
You
may
also
monitor
your
child's
school
meals
online.
C
At
my
payments
Plus,
this
is
a
convenient
tool
we
offer
to
all
parents
to
make
managing
your
school
meal
accounts
a
simple
process
to
learn
more
about
my
payments
plus
simply
visit
WWF
a
means
plus
calm
or
call
877
237
0
946
each
year,
families
have
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
ACPs
org.
The
process
is
fast,
easy,
convenient
and
it's
accessible
from
any
computer.
C
Remember
if
you
receive
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
Thank
you
for
this
opportunity
to
provide
you
this
valuable
information
pertaining
to
school
meals,
school
meals,
fuel,
your
child's
brain
and
body
for
academic
excellence.
If
you
have
any
questions
regarding
the
healthy
school
meals
offered,
please
contact
me
at
4:10
to
2
to
5,900
hi
I'm.
D
When
a
school
bus
stops
to
load
students
as
a
driver,
this
is
what
you
will
see
at
150
feet.
The
bus
will
activate
hazard
lights
at
100
feet.
The
bus
driver
will
activate
the
amber
light.
They
will
start
slowing
down
at
10
feet
before
the
bus
stops.
They
will
turn
on
the
red
bus
lights.
There
stop
sign
will
come
out
and
students
will
begin
to
load
once
all
students
are
on
board
safely.
The
bus
driver
will
turn
off
red
light
and
move
forward.
At
this
time.
It
is
safe
for
the
motorist
to
resume
movement.