Week5AssignmentGroupAtRiskSpecializationMindMap

Week 5 Assignment Group At Risk Specialization Mind MapThis assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us(Links to an external site.), coggle(Links to an external site.), Popplet(Links to an external site.), Mural.ly(Links to an external site.), or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.Content InstructionsUsing one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Popplet(Links to an external site.) is available in the Instructor Guidance for this week.Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented.Written Communication InstructionsSyntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.Carefully review the Grading Rubric(Links to an external site.) for the criteria that will be used to evaluate your assignment.Week Five Instructor GuidanceWelcome to Week Five of EDU644: Child and Family Welfare! Please be sure to review the Week Five homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.OverviewWeek Five will be a vital week of learning because you will be refining the topic of groups at-risk and selecting a specific at risk group for which to “specialize” in for your website. By now, you have formed preliminary ideas of the patterns and themes emerging in your website creation of resources, programming, and strategies for families and children at risk. Additionally, during Week Five, website sharing and feedback will occur during the discussion, giving you another opportunity to make needed enhancements to build the most effective website resource.This and an early chance to brainstorm and organize the required components of the Final Project will position you for success in Week Six!Intellectual Elaboration“So you have to love the kids and make them see that they have a chance, opportunity in this country to become whatever they want to.” Jaime EscalanteAs you embark on this fifth week, consider all that you have learned thus far about what it means to be at-risk, what groups and individuals are considered at risk, and how vital it is to know of and have access to resources that provide support for those at risk. Also consider what your role may be in supporting children and families at risk as you progress in your current or anticipate profession. To summarize the quote by Jaime Escalante, we must first have belief in children if they are to have belief in themselves. It is up to the adults in this world to provide the opportunities for children to live up to their dreams and their potential.Expanding Populations at RiskAs we move further into the 21st century, the populations at risk and their needs have expanded greatly with a need for team-based decision-making. Use what was learned about the various groups at risk including those who are homeless, those living in poverty, child maltreatment and neglect, risks that put students at risk, as well as the numerous other ways one is considered at risk as featured in the text by Rubin. Unique and diverse varieties of groups at risk occupy the United States and have expanded to include unaccompanied new immigrant children, chronic poverty in isolated urban/suburban areas, and homeless veterans to name a few. To reach the populations effectively, a team-based decision-making model provides one way to support families at risk. By including different stakeholders in the problem solving process, the selection of effective frameworks, models, approaches, and strategies for interventions and support is more likely to support a child or family at risk.Team-Based Support for Populations at RiskUnderstanding different team-based options for solutions represents a critical factor in making valid and reliable decisions. Models are programs that are research-based and proven to be reliable and valid. Approaches are ways to address a given situation or problem such as using Constructivist or Humanistic resolutions. Finally, strategies are methods to assist or teach using specific techniques such as collaborative team-based approaches or Cognitive Behavioral Therapy.Rather than forming isolated decisions, team-based decision-making incorporates input from multiple stakeholders with each being experts in their own field as well as potential related sources of support. One way to gain a higher level of results and acceptance to meet the multitude of needs with populations at risk relates to forming risk and resilience indicators as learned during WeekFour. Consider also what you observed from Biotech Academy during Week Four. The learning environment at Biotech nurtured a team-based approach to decision making including that of the student and the parent as well as fellow teachers and administrative staff. Contemplate the message this team approach sends to the student at risk. The student sees and hears the belief the team has in them. The parent sees a committed team that is unwilling to give up on her/his child. When a team of caring, experienced adults are advocating for a student’s success, the student is more likely to attain that success than if they were on their own or had but one other person in their corner. Teams are more effective at developing solutions for students and families at risk than an individual A specific example of using a team based approach to support students at risk involves Positive Behavior Intervention Supports (PBIS) for students with chronic, atypical behavior issues. Research shows that a school- or team-based approach and school-wide systems approach work together to create more effective school environments and improved student outcomes for students with or at risk of behavioral challenges (Eber, Sugai, Smith, & Scott, 2002).Another prime example of a team based approach to problem solving and supporting students at risk is that of the Individual Education Program (IEP) team(Links to an external site.). Students found eligible for special education services require an IEP developed by “a team of individuals that includes key school staff and the child’s parents” (http://www.parentcenterhub.org/repository/iep/). As defined in the Individuals with Disabilities Education Act (2004), the IEP team consists of the parents of the child; at least one general education teacher of the child; at least one special educator of the child; a public agency representative; an individual who can interpret evaluative results (such as a school psychologist), other individuals who have knowledge or expertise regarding the child (at the discretion of the parents or agency), the child with the disability when appropriate (Source(Links to an external site.)).Each team member plays an important role in the decision making process when designing the IEP. Not one member is more important than the other—with the exception of the student! Each has information and expertise they bring to the table regarding the child and can thus, provide valuable insight as to the child’s strengths, interests and ideally, their potential.Assessment GuidanceThis section includes additional specific assistance for excelling in the discussions for Week Five beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Five, contact your instructor using the Ask Your Instructor discussion before the due date.Discussion: More Website Sharing and FeedbackThis discussion is another opportunity to demonstrate your mastery of the first four course learning outcomes, which are noted on the course Syllabus page. The Week Five Discussion provides a second opportunity to share your website. Using the feedback provided by your classmates enables you to gain new perspectives on your design to enhance your website before you finalize it during Week Six. Before sharing your website with others, you will add two previously completed assignments: the Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support Youth at Riskassignment. Also, if you have not done so already, you should make desired enhancements since sharing your website with others in during Week Three. Additionally, you will apply updates to your working definition of at risk, since much learning has occurred since you originally developed it. Last, you will add a new element to the Homepage of your website; your own mission statement as it pertains to your current or anticipated professional position working with children and families at risk. An excellent resource from Education World is shared in the Week Five Discussion description and is recommended to be used as a guide as you construct your mission statement. Remember, it is just as important to provide thoughtful, specific feedback to others in addition to receiving it. Follow the Guided Response prompt as you participate with fellow classmates and review their websites.Assignment: Group at Risk Specialization Mind MapThis assignment is another opportunity to demonstrate your mastery of the first four course learning outcomes and the fifth: “Distinguish among various frameworks, models, approaches, or strategies for supporting populations at risk.” The Week Five Assignment forms the opportunity for you to select a specific group at risk to become “specialized” in by conducting additional research on your selected group. Looking ahead to the Final Project in Week Six, you will notice that information regarding your selected at risk group have their own respective pages within your website; a) Specialization Group: Overview; b) Specialization Group: Strategies; and c) Specialization Group: Resources. Therefore, you’ll want to construct your mind map with these in mind.You will plan your content and design using a digital mind mapping tool, such as bubble.us, Coggle, Text2 Mind Map, Popplet, XMind, Murally, or any other free digital mapping tool of your choosing. Below is an example of how a mind map for this assignment might look when using Popplet. This first graphic displays each of the three “markers” for your specialization group selected.The graphic below shows what it might look like when planning the Overview page (see red box above). Consider that the terms in each respective box are the required discussion points for the Overview page as outlined in the Week Six Final Project Content Instructions. You would of course, add specific information pertaining to each of these sub-topics within each box. ReferencesBuilding the Legacy: IDEA 2004 (n.d.). Retrieved from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,3,Center for Parent Information and Resources (September, 2010). All about the IEP. Retrieved from http://www.parentcenterhub.org/repository/iep/Eber, L., Sugai, G., Smith, C.R., & Scott, T.M. (2002). Wraparound and Positive Behavioral Interventions and Supports in the schools. Journal of Emotional & Behavioral Disorders, 10(3), 171.Required ResourcesArticleEducation World. (2011). School mission statements: Where is your school going?(Links to an external site.)Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml This article from the Education World website provides a practical approach to writing a school mission statement and provides examples of school mission statements. View the website’s privacy policy(Links to an external site.). This article should be referenced in the Week Five Assignment.Recommended ResourcesTextRubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Retrieved from https://redshelf.com Chapter 11: Project-Support: Reducing conduct problems of children in violent families Chapter 15: The HomeBuilders® model of intensive family-preservation servicesArticles18 facts about homeless veterans(Links to an external site.). (n.d.). Retrieved from http://fanofthefeather.info/18-facts-about-homeless-veterans This website describes 18 essential facts about the homeless that would form a background on the issue. The site focuses on support and volunteer work for the homeless veterans such as current policies and initiatives. This resource can be used as a source of support for the Week Five Assignment.American Psychological Association (n.d.). Education and economic status(Links to an external site.). Retrieved from http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx The website analyzes how a low socio-economic status impacts their health and increases inequities for resources. There is also data on the school environment and academic achievement for children of low-income families. This resource can be used as a source of support for the Week Five Assignment.Escarce, J. J. (Ed.). (2013). Socioeconomic status and the fates of adolescents. Health Services Research, 38(5), 1229–1234. Retrieved from the EBSCOhost database. The article evaluates the fate of adolescents of low SES compared to affluent teenagers in terms of opportunities and issues both at home and at school. There is a major focus on the health consequences from their low-income experiences that impacts their physical and emotional health. This resource can be used as a source of support for the Week Five Assignment.Fullwood III, S. (2013, September 24). Race and beyond: Why economic disadvantage becomes educational disadvantage(Links to an external site.). Retrieved from http://www.americanprogress.org/issues/race/news/2013/09/24/75320/why-economic-disadvantage-becomes-educational-disadvantage The article examines the impact of both race and economic disadvantage on academic achievement. Resources include information from experts and projects that address the links between economic situations and academic success for families and children at risk. This resource can be used as a source of support for the Week Five Assignment.Main, A. (2014, July 30). The Central American child refugee crisis: Made in U.S.A(Links to an external site.).(Links to an external site.) Retrieved from http://www.cepr.net/index.php/op-eds-&-columns/op-eds-&-columns/the-central-american-child-refugee-crisis-made-in-u-s-a The article contains publications and information about the reasons for the refugees coming to the United States. There are also research tools for additional data and resources for the children at risk. This resource can be used as a source of support for the Week Five Assignment.National Coalition for the Homeless. (2009, September). Homeless veterans(Links to an external site.). Retrieved from http://www.nationalhomeless.org/factsheets/veterans.html This article examines the huge number of veterans who are homeless and includes a breakdown of the demographics. Also, the site reviews programs and policy issues linked to the homeless veteran’s issues. This resource can be used as a source of support for the Week Five Assignment.Reardon, S. F. (2011, July). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations(Links to an external site.). Retrieved from https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf The article focuses on the parental investment based on changes in the income disparities. In addition, the article discusses the major gaps in academic achievement for students living at low-income levels. This resource can be used as a source of support for the Week Five Assignment.Tuckman, J. (2014, July 9). ‘Flee or die’: violence drives Central America’s child migrants to US border(Links to an external site.).The Guardian. Retrieved from http://www.theguardian.com/world/2014/jul/09/central-america-child-migrants-us-border-crisis This article examines the crises in July of 2014 with the Central American children with many details about the situation. There is an analysis of the connection of violence and poverty to the children’s plight. This resource can be used as a source of support for the Week Five Assignment.United Nations High Commissioner for Refugees. (n.d.). Children on the run: Unaccompanied children leaving Central America and Mexico and the need for international protection(Links to an external site.). Retrieved from http://www.unhcrwashington.org/sites/default/files/1_UAC_Children%20on%20the%20Run_Full%20Report.pdf This report discusses the United Nations view of children on the run from Central America. The site also provides resources and ways to get involved towards helping the Central American Children. This resource can be used as a source of support for the Week Five Assignment.WebsitesBubbl.us(Links to an external site.). ( https://bubbl.us) bubbl.us is a free digital source that makes brainstorming easy. It provides ways to create colorful mind maps and organize information that makes sense to the user. Sharing and collaborating is also possible with an exporting feature. View the privacy policy(Links to an external site.). Bubbl.us is a recommended mind mapping tool for the Week Five Assignment.Coggle(Links to an external site.). (http://coggle.it) Coggle is a free and easy way to produce beautiful notes with the option of sharing them with friends and colleagues and enhance through collaboration. View the privacy policy(Links to an external site.). Coggle is a recommended mind mapping tool for the Week Five Assignment.Mural.ly(Links to an external site.). (https://mural.ly) Mural.ly provides a 30-day free trial and a limited-use free membership in which users create collaborative online walls that help organize and share ideas. With Mural.ly, ideas can be dumped onto a flexible canvas and supplemented with multimedia from the internet or the user’s computer. View the privacy policy(Links to an external site.). Mural.ly is a recommended mind mapping tool for the Week Five Assignment.National Coalition for Homeless Veterans(Links to an external site.). (http://www.nchv.org) This website discusses the resources such as locating benefits and replacing records. In addition, the site provides information on jobs as well as resource guides for additional services. This resource can be used as a source of support for the Week Five Assignment.Popplet(Links to an external site.). (http://popplet.com) Popplet is a fun and easy way to map your thinking and even record what is outlined as a presentation to share. An example of a mind map using Popplet is included in the Week Five Instructor Guidance. View the privacy policy(Links to an external site.). Consider this mind mapping tool for the Week Five Assignment.U.S. Department of Veteran’s Affairs. (n.d.). Homeless(Links to an external site.). Retrieved from http://www.va.gov/homeless/ This website discusses benefits and vocational rehabilitation to assist veteran’s in regards to their monetary and career options. Furthermore, the site examines mental health and PTSD support that can best assist homeless veterans with their psychological needs. This resource can be used as a source of support for the Week Five Assignment.