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Exam Code: 920-345 Practice test 2022 by Killexams.com team BCM50/450 Rls. 5.0 Installation and Initial Configuration Nortel Configuration learner Killexams : Nortel Configuration learner - BingNews
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https://killexams.com/exam_list/NortelKillexams : Configuration ManagementOK, so you mean source control
It can really depend a lot on your size of your projects and how much binary data you want to keep.
Note that you mentioned a Filemaker database- you usually don't get databases under control, just "code". Not sure if Filemaker separates data from code (e.g. Access databases mix data and code in the same file by default. Not a great thing).
But I'd start with your Synology's built in Git server, and research a Git client that you like. Git is a powerful tool, so creating a good GUI is difficult. IMHO, it's really worth it to learn to use it in the command-line; some day you'll want to reach for a powerful feature that is not in the GUI, or have a problem, and you'll have a steep learning curve. A bad GUI also has bad consequences.
The Git CLI is famously unintuitive, but they're making a reasonable effort at improving messages and providing commands with better names.
Mon, 21 Nov 2022 03:52:00 -0600text/htmlhttps://arstechnica.com/civis/threads/configuration-management.1488075/Killexams : 5 learner-centered education models to inspire reform
School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.
Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.
Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.
K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a new report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.
Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.
The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.
1.The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.
When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.
2.Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.
VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland's prestigious Philip Merrill College of Journalism.
Tue, 29 Nov 2022 18:45:00 -0600Laura Ascioneen-UStext/htmlhttps://www.eschoolnews.com/2022/12/01/5-learner-centered-education-models/Killexams : What teachers need to support English learnersKillexams : What teachers need to support English learners | EdSource
Education Beat Podcast — Parcel taxes by simple majority: a game changer? — Listen Now!
November 17, 2022
Two out of five students in California schools speak a language other than English at home. Teachers need more training to bring all of those students to proficiency in English and help them succeed in other subjects.
What makes professional development for teachers of English learners effective? We hear from teachers, parents and professors about workshops that gave them tools to work with students who are learning English, and about what their own childhood experiences as English learners taught them.
Guests:
Elvira Armas, director of the Center for Equity for English Learners, and affiliated faculty, School of Education at Loyola Marymount University
Laura Barbosa, vice president of the District English Learner Advisory Committee, San Leandro Unified School District
Marina Berry, First grade teacher, Lodi Unified School District
Nicole Thompson, Fourth grade teacher, Pajaro Valley Unified School District
Natalie Tran, professor of education, California State University Fullerton, and director, National Resource Center for Asian Languages.
Read more from EdSource:
Education Beat is a weekly podcast hosted by EdSource’s Zaidee Stavely and produced by Coby McDonald.
Wed, 16 Nov 2022 10:01:00 -0600entext/htmlhttps://edsource.org/podcast/what-teachers-need-to-support-english-learnersKillexams : Nortel Networks
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Tue, 22 Nov 2022 15:13:00 -0600en-UStext/htmlhttps://obj.ca/company/nortel-networks/Killexams : Little objective evidence to show effectiveness of learner-centered teaching methods, study warns
There is currently relatively little objective evidence that the much-promoted "learner-centered" approach to teaching is effective, according to new research.
Learner-centered pedagogy is designed to encourage pupils to become more involved in decision-making in the school and more active in class and participate in lessons.
It has been advocated by international bodies such as UNESCO and World Bank, and many countries worldwide have invested considerable time, money, and resources in LCP despite the lack of a comprehensive body of evidence regarding its implementation and outcomes.
New research by Dr. Nozomi Sakata, Dr. Leanne Cameron and Dr. Nicholas Bremner shows how the approach can have positive results, but there is currently little objective evidence to prove its effectiveness. Researchers have called for more larger-scale, objective, rigorous research on its effectiveness over time.
Some studies report teachers' and students' feedback that the teaching style helped to boost motivation, confidence, and enhanced relationships. But there is little proof it is more effective than what teachers have been doing previously.
Dr. Bremner, from the University of Exeter, said, "Existing evidence has shown learner-centered pedagogy can have a positive impact, but not enough to justify such a massive policy emphasis worldwide. Much of the evidence is too thin and simplistic to recommend either schools either abandon it or embrace it.
"On the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses. Many policies have been introduced with good intentions, but they could be implemented in a more thoughtful way which allows teachers to make sensible decisions about using different methods and approaches at different times."
In the article, published in the International Journal of Educational Development, researchers conducted a review of 62 journal articles from 2001 to 2020 reporting the outcomes of LCP implementation in low- to middle-income countries around the world.
A total of 28 texts cited examples of teachers' positive experiences of LCP; 7 others were negative. However, only 9 out of the 62 studies contained objective evidence of improved academic learning outcomes.
A total of 26 out of the 62 texts cited examples of teachers or students' perspectives of enhanced student learning, while 9 texts cited examples of little to no improvement in student learning.
Dr. Bremner said, "Larger-scale experimental studies may be challenging from a methodological perspective and are likely to imply a large investment in time and resources. However, on the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses.
"The more subjective research—for example, studies presenting perspectives of teachers and students—was more prevalent than objective research, and did seem to lean towards positive experiences of LCP for non-academic outcomes such as student motivation and confidence, as well as enhanced relationships. Such outcomes may not always be the priority for educational policymakers, but many would argue they are extremely important."
More information: Nicholas Bremner et al, The outcomes of learner-centred pedagogy: A systematic review, International Journal of Educational Development (2022). DOI: 10.1016/j.ijedudev.2022.102649
Citation: Little objective evidence to show effectiveness of learner-centered teaching methods, study warns (2022, November 15) retrieved 9 December 2022 from https://phys.org/news/2022-11-evidence-effectiveness-learner-centered-methods.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
Mon, 14 Nov 2022 10:00:00 -0600entext/htmlhttps://phys.org/news/2022-11-evidence-effectiveness-learner-centered-methods.htmlKillexams : NCCU, Cisco Systems partner with 'Hybrid Learning' to increase access for students on and off campus
Before the COVID-19 pandemic, the NC Central campus buzzed with activity and classrooms were full. "I’d say things have changed alot," said NC Central senior Maurice McKellar, who spent much of his college experience in a virtual learning mode.
He remembers how schools and universities had to quickly adapt to learning online with hopes of returning to the classic classroom model. Now, McKellar prefers both models.
He said, "It definitely gave us like a lot of opportunities to change the way we do things and still get an education."
"The world has changed and hybrid work is going to be the way of the future," says Scott McGregor, with Cisco Systems, an IT and networking company. They have partnered with NC Central as the school has embrace that hybrid model.
Cisco’s Webex app allows people to meet with anyone, anywhere and in real time. "The video and audio capabilities of our technology makes it easy for that student to really feel like they are much more present than it was in the past," said McGregor.
It wasn’t as smooth of a transition for other "sister institutions" according to NCCU’s chief information officer, Leah Kraus. She said, "Because we had prepared with a strong infrastructure, a strong network infrastructure and a strong partnership with CISCO, we were able to really pivot."
Jessica Ganao, chair of NCCU’s Department of Criminal Justice says the new Hybrid-Learning model meets the needs of many of her students who work other jobs. "Where our students will come into the classroom physically, come through Webex or we will record the sessions and allow them to view them after the class has taken place for that day.
School leaders say on-campus learning will always be an important part of the college experience for most students and faculty, however, now they have more options.
"I’ve been calling it moving from hybrid school or hybrid learning. We are really hybrid-living. I don’t really see us going backwards," said Kraus.
NC Central leaders say the flexibility of the hybrid-learning approach will make classes more accessible to students who may not be able to participate on campus.
Mon, 21 Nov 2022 06:28:00 -0600entext/htmlhttps://www.wral.com/nccu-and-cisco-systems-partner-with-hybrid-learning-to-increase-access-for-students-on-and-off-campus/20590579/Killexams : 50,000 driving tests taken by learners who’ve failed five times alreadySome people may be better off not driving (Picture: Getty)
More than 50,000 driving tests a year are taken by people who have already failed at least five times, research shows.
The RAC Foundation said the figures suggest ‘driving might not be the thing for some people’.
Its analysis of Department for Transport data found 50,875 practical tests taken in Britain in the 12 months to March were candidates on their sixth attempt or greater.
Just 40% of these were passed. Learners aged 60 and above were behind the wheel for 290 of the tests. Their pass rate was 27% for men and 19% for women.
The average success rate for all tests is 49%.
DfT bosses recently said the frequency of examiners ‘physically’ intervening to avoid a dangerous incident has increased to one in eight tests.
Practical driving tests cost between £62 and £75 depending on when they are taken.
The total bill for repeated failures could run into thousands of pounds for learners who often pay for more lessons.
However, RAC Foundation director Steve Gooding said the number of failed tests may provide ‘reassurance’ to people who suspect it is too easy to get a licence.
‘For some learners that’s clearly far from the case,’ he said.
‘One loud and clear message this data reveals is that however hard some people find it to pass their test, becoming a qualified driver is so important to them that it is worth the money, time and energy involved in battling on to secure their licence.’
Mr Gooding believes the backlog of people wanting tests – caused by the pandemic – means some people may accept slots even if they’re not ready.
He added: ‘Of course, one other conclusion to be drawn from the figures is that driving might not be the thing for some people.’
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Mon, 28 Nov 2022 02:02:00 -0600Joe Robertsentext/htmlhttps://metro.co.uk/2022/11/28/50000-driving-tests-taken-by-learners-who-have-failed-five-times-17837890/Killexams : Vlakfontein learner’s fatal stabbing raises outcry over crime
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Sun, 20 Nov 2022 20:32:00 -0600en-UStext/htmlhttps://www.iol.co.za/the-star/news/vlakfontein-learners-fatal-stabbing-raises-outcry-over-crime-8fd0944d-39eb-454c-bf08-bdc3f8462edaKillexams : Nortel alum-turned-mystery novelist combines her tech and writing background with Fictionary
Fictionary co-founder and CEO Kristina Stanley has worked in a wide variety of different jobs, from manager of broadband planning at Nortel to the director of employee, safety, and guest services for an Eastern British Columbia ski resort, to author of mystery novels.
But one of Stanley’s most difficult jobs was figuring out how to edit her own manuscripts while writing The Stone Mountain Mystery Series. As she told BetaKit in an interview, “it’s really, really difficult to edit a book from a story level. You’ve got thousands and thousands of elements that you have to keep track of and make them work together.”
“We’re trying to help the average person who doesn’t have an ‘in’ in the publishing industry get a really good book out there, get an agent, or get a publisher.” -Kristina Stanley, Fictionary
Initially, Stanley tackled this problem using a combination of Microsoft Excel spreadsheets and graphs. But she soon realized that other authors likely faced the exact same issue, and set out to build a better way by combining her tech and writing background.
Today, Stanley’s software startup Fictionary aims to offer an alternative. Amid a wide field of solutions that help writers and editors with specific parts of the process, like spelling, grammar, style, structure, and publishing, Fictionary hones in on perhaps the most important and challenging part: producing a good story.
Fuelled by $1.8 million CAD in seed funding, Fictionary aims to help writers and editors around the world produce quality stories more quickly and affordably. With this capital, the Inverary, Ontario startup, based just north of Kingston, plans to move into non-fiction and start selling to other publishers and agencies to expand its community of users.
The startup’s all-equity round, which closed in September, was co-led by StandUp Ventures and BDC Capital’s Thrive Venture Fund, with support from The51 and a group of angels that includes Women’s Equity Lab general partner Sally Morris. For newly launched Thrive, Fictionary marks the fund’s third investment to date, after investing in Acerta and Private AI.
Stanley founded Fictionary in 2016 alongside her husband, Mathew (COO), who also previously worked at Nortel and has a background in tech, and her brother, Michael Conn, Fictionary’s former CTO, who has since left the company.
Initially, Fictionary focused solely on writers, before expanding to meet demand for a similar offering from editors. Today, Fictionary offers three subscription software products for writers and editors that range in price from $19 to $49 monthly, sells online courses, and provides a community for writers and editors to connect.
Fictionary’s software helps writers visualize their story arc by analyzing key story elements with artificial intelligence (AI) and gauging how their manuscript compares to fundamental storytelling components.
“We’re trying to help the average person who doesn’t have an ‘in’ in the publishing industry get a really good book out there, get an agent, or get a publisher,” said Stanley.
On the editor side of the equation, the company claims its offering enables editors to provide better, deeper story edits in less time, increasing the quality and profitability of editors’ services.
The writing and editing software space features a ton of players, from Grammarly to Scrivener, Novel Factory, and Canada’s Wattpad. According to Stanley, Fictionary is unique within the sectors in terms of its focus on storytelling elements and its use of AI. “We’re it right now as far as, there’s an automated way to do this, and have software for it,” said Stanley.
“While there are other platforms endeavoring to address this gap in the market, there doesn’t appear to be a single player who is able to look at the writing and editing process in a comprehensive and meaningful way, which puts Fictionary at a sizeable advantage to lead the charge and expand into new markets and segments,” Michelle Scarborough, managing partner of BDC Capital’s Thrive Venture Fund, told BetaKit.
Fictionary previously secured $100,000 in grant funding from Creative BC and raised $245,000 in pre-seed funding in 2019 from a group of angels that included Shopify co-founder Scott Lake, Stephanie Andrew of Women’s Equity Lab, and FirstEditing founder and CEO JoEllen Taylor.
According to Stanley, following that pre-seed round, Fictionary reached breakeven cash flow and had to decide whether to keep going on its current track or set its sights higher.
Following some discussions with StandUp Ventures, Fictionary decided to embark on a new chapter and raise more venture capital to tackle the opportunity it sees in this space amid the rise of self-publishing. “We have a great product, we’ve got product-market fit, we’ve got a market, so let’s just go for it,” said Stanley.
“The love for the product Fictionary users articulate so regularly is rare, and indicative of the power and impact the tool brings to its customers,” said StandUp Ventures senior associate Lucas Perlman, who is joining Fictionary’s board as part of the round. “The self-publishing world has exploded, and we believe Fictionary is poised to become a de-facto part of the story writing toolkit for writers and editors around the globe.”
For her part, Scarborough said the Thrive Venture Fund sees “a sizeable opportunity [for Fictionary] in the fast-growing creator economy space—a market with many dimensions—within writing and editing, screenwriting, non-fiction, and beyond.”
To date, Fictionary has focused entirely on fiction but Stanley said the startup’s roadmap includes moving into non-fiction, where the CEO sees plenty of potential to apply its tech to helping people tell their own life stories. Fictionary also sees an opportunity to help agencies and publishers clear the slush pile of submitted manuscripts.
As it looks to build out its own community of writers and editors, Fictionary follows in the footsteps of Wattpad, which parlayed its vibrant self-publishing community of writers and readers—and the content produced by them—into a $754 million CAD acquisition last year.
After discussions with StandUp, Fictionary decided to embark on a new chapter.
“Wattpad is very inspirational for us,” said Stanley. “They are different in the sense that people write their stories in the community, where we help writers take those stories and turn them into powerful stories readers love. Their community is a great lead-in to Fictionary for writers needing to edit their stories.”
As the startup charts its growth strategy amid an uncertain economic environment, Stanley is confident that Fictionary is well-positioned to grow during this period, noting that people tend to write more when they are stressed. Back when COVID-19 first hit and everyone was cooped up, the CEO said people begin writing more, and demand for Fictionary rose. Heading into what could be a deep downturn, Stanley believes Fictionary is in a good spot given that it offers a tool to help people do their passion without spending a lot of money.
What Perlman finds most exciting is the appreciation Fictionary’s customers have for the startup’s product, noting that writers “pour countless hours into their stories and writing books is an emotional and very personal thing to take on.”
“Fictionary has removed a major hurdle that stopped these creators from bringing their stories into the world,” Perlman told BetaKit. “The impact of that really comes through when you speak to their customers and see feedback from their community.”
Feature image courtesy Fictionary.
Mon, 28 Nov 2022 21:00:00 -0600Josh Scotten-CAtext/htmlhttps://betakit.com/nortel-alum-turned-mystery-novelist-combines-her-tech-and-writing-background-with-fictionary/Killexams : With Maryland’s population of English learners spiking, resources lag behind those of other states
When Mohammed Choudhury came to Maryland as state superintendent a year ago, he brought experience teaching in districts with robust programs for students learning English as a second language. After working in school systems in Los Angeles and San Antonio, he found the multilingual resources here lacking.
For instance, Maryland had fewer dual-language immersion schools, where students can take some core classes in a language other than English, such as taking math in Spanish. And while California and Texas graduated multilingual learners at a rate of more than 70%, according to 2015-16 data from the U.S. Department of Education, Maryland’s rate was 47.5%, one of the lowest in the country.
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Abraham Marin, 6, waits with his mother, Mariela Rios, to be tested at the Baltimore County Public Schools ESOL (English for Speakers of Other Languages) Welcome Center in Catonsville. (Amy Davis / Baltimore Sun)
A former English as a Second Language teacher, Choudhury took the helm of the Workgroup on English Learners in Public Schools. It’s looking at how the state can use the Maryland Blueprint — landmark state legislation that combines education recommendations with billions of dollars of funding — to Improve the experience for multilingual learners and their families. Currently, the Blueprint plans to allocate dollars to English learner programs, but does not address specifics of how to expand programs for this rapidly growing student population.
Those looking for change face several obstacles. Parents want to get involved but have no clear path to do so if they don’t speak English. Many of the kids want to spend less time getting pulled out of classes and more time with their peers and focusing on academic content.
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“For someone who was born and raised and groomed in Los Angeles, was an ESL teacher, then moved to Texas, and just took things for granted in terms of how to work with English language learners, it didn’t take long for me to obtain that this is still a new phenomenon,” Choudhury said. “I’m sure before Texas got to 1.1 million [ESOL students], people had to deal with this growth of how to evolve. And so that’s where Maryland is at.”
In Baltimore City Public Schools, the English learner population doubled over the past 6 1/2 years. Eleven percent of students receive ESOL services, and that number grows by 15% each year, Director of Differentiated Learning Lara Ohanian said, making it the fastest-growing student population within the district.
Baltimore County’s English learner population, the third-largest in the state, went up 200% over the past decade, according to county schools ESOL Coordinator Erin Sullivan and ESOL specialist Xiang Li.
Howard County Public Schools have 3,900 multilingual learners, said Ebony Langford-Brown, executive director of curriculum, instruction and assessment. Through her five years in the position, she’s seen this student population group grow every year.
In Harford County, the ESOL population has grown more than 200% from 2002 to 2021.
In addition to the students currently in ESOL programs, there are former members of that group who have passed tests that show their English skills have improved, but are still able to receive related accommodations.
Mark Anelli, pupil personnel worker, at the ESOL (English for Speakers of Other Languages) Welcome Center in Catonsville, speaks with Fatima Snanzadi, 13, right, and her mother, Iran Snanzadi, as Fatima waits to be tested for ESOL accommodations. (Amy Davis / Baltimore Sun)
In Baltimore, the multilingual learner population comes from 85 countries and speaks 70 languages, with most speaking Spanish. Within the system, 101 schools are equipped with ESOL support, although the level of support differs. Baltimore receives refugees who resettle in the area from all over the world.
City schools ESOL Coordinator Maria Reamore said the district has expanded its training so faculty are equipped to help multilingual families. Schools with the highest concentrations of ESOL students are given ESOL coaches, staff members who help direct ESOL programming at the school, with four high schools being added to the list this year.
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Next year, the district plans to add two dual-language immersion schools to the system, Ohanian said.
In Baltimore County, there is a welcome center where families register for school and students take tests to see whether they qualify for ESOL accommodations, which vary by grade level. Elementary-level ESOL teachers are assigned to each student and are assigned to areas based on where the students are enrolled. Secondary school students are assigned an ESOL center in their area, so they don’t necessarily attend the same school their neighbors do.
Choudhury and his work group’s interim report made several recommendations, including creating dual-language immersion schools and training all employees on how to interact with ESOL students.
Samreen Sheraz, 17, a former ESOL student in Baltimore City who now studies at the Johns Hopkins University, joined Choudhury’s work group in hopes of ensuring that students don’t have the same worrisome experiences she did.
Samreen arrived in Baltimore as a seventh grader in the late spring of 2017. As an ESOL student, she was exempt from state standardized testing. In eighth grade, Samreen, a student with stellar grades, was told each student would receive a composite score that would determine which high schools in the city they could apply to. An ideal score would have been at least 610. That December, Samreen was shocked to receive a score of 400.
Her ESOL teacher contacted Students Organizing a Multicultural & Open Society, an organization based in Baltimore. Samreen then learned that her exemption from testing in seventh grade had been calculated in her composite score as a zero. While her peers applied to high schools, Samreen cried every night.
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“I had no place to be,” Samreen said.
Samreen reached out to community members, who told her this was an ongoing problem. She tried to get the attention of school system administrators, sharing her story with the media, City Council members and school board members.
Finally, one Friday, Samreen returned home to find her mother smiling widely. Samreen had been accepted to all 37 high schools in the system. Her score had been recalculated to 756.
The path for someone like Samreen to seek a score recalculation isn’t widely known, so she’s talking with Choudhury in hopes of changing that.
Ohanian and Reamore said city schools have measures in place to help ESOL students graduate from high school. For instance, students who attend the four high schools with the largest percentage of ESOL students can enroll there as eighth graders, giving them five years to complete their high school credits.
The ESOL struggles don’t stop at the students. Family members and guardians have their share of hurdles, from filling out administrative paperwork to navigating materials distributed by teachers and other school staff.
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Mariela Rios sat down in August in the county schools’ English to Speakers of Other Languages Welcome Center, a first stop for many families of children who are multilingual learners. She worked to complete forms that would register her son, Abraham Marin, 6, amid flags and posters sprinkled around the center’s main room. He previously attended school in New Jersey.
Abraham Marin, 6, and his mother, Mariela Rios, meet with Candice Lenet, right, at the ESOL (English for Speakers of Other Languages) Welcome Center, after being tested for ESOL accommodations. (Amy Davis / Baltimore Sun)
A staff member asked for Abraham’s birth certificate and Rios’ identification.
“If you don’t have his birth certificate, his passport works, as well,” the attendant said.
“I only have the Social Security card,” Rios said in Spanish. “Is there an email I can send [the birth certificate] to?”
About 1,500 families like Rios’ walked into the center that summer to register their students. Additional students were assessed after the school year began. Last school year, there were nearly 1,800 appointments for ESOL evaluations.
Across from Rios, Bilma Pineda sat in a waiting area with her nephew, Rene, 16, who arrived from El Salvador in May. Pineda said she has lived in the United States since 2015 and understands only a few things in English.
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She said her nephew felt anxious and scared to start school because he didn’t know much English, either. Still, she looked forward to him attending school in the county.
“The area is calmer [here],” compared with El Salvador, she said in Spanish.
The center is on the main floor of the old Catonsville Elementary School building. Beyond the front desk and the waiting area, students sit down to be tested on their English language skills.
Li, a county ESOL specialist and immigrant to the U.S., started with the county as a family liaison, putting her Mandarin to work.
She said the center works to make sure families receive information about resources available to them.
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Li can relate to parents she works with. She once helped a parent who felt as if he were looking through a window when it came to his child’s schooling. He wanted to help, but didn’t understand how he could.
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“He needs something so that he can understand, he can hear, and he can listen,” Li said.
The school system aims to help families by providing information in a variety of languages — the welcome center brochure is available in more than 10 languages. The system also started an International Parent Leadership Academy in the summer of 2017.
Rios, finishing her paperwork, watched her son return from the testing area. The pair were summoned to a room to discuss Abraham’s scores and whether he would receive ESOL resources.
The staffer explained to Rios in Spanish that Abraham would attend his local school, Charlesmont Elementary School in Dundalk, for first grade. He had earned High Marks in everything except writing. Abraham would meet twice a week with other students in a small group for 30-minute sessions to help his writing skills. Rios was instructed to bring the test results to the school.
Rios felt panic about a change in schools after moving from New Jersey, but she had heard great things about the schools in the county.
“I wanted the little one to have another life,” Rios said in Spanish.
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