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1. ASH EDU 644 Week 6 Final Creating a Web-
Based Resource for a Population At Risk
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EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk
Throughout this course, you have had the opportunity to examine various
populations at risk and learn about strategies and resources to support these
groups. You have reviewed many websites that offer services for a variety of
populations at risk as well, which have hopefully served as models for your website
that is finalized for this Final Project. In the Final Project, you will demonstrate
mastery of the five course learning outcomes by completing the website resource
you have been designing throughout the course that describes what you learned
about children and families at risk as well as a specific population you selected as a
focus during Week Five. Additionally, the website you create here may be an
effective artifact to include in your MAED program eportfolio during your enrollment
in the Capstone, EDU695, and will likely be useful to you as a resource for future
professional work with your chosen population at risk from this project.

2. Create your Final Project to using the content and written communication
instructions below. Use the Grading Rubric to review your Final Project before
submission to ensure you have met the distinguished performance for each of the
components described below. For additional assistance, review the Week Six
Instructor Guidance page and, if needed, contact the instructor for further
clarifications using the Ask Your Instructor discussion before the last day of the
course when this Final Project is due.
Content Instructions
You must use the same website that you have been constructing throughout the
course for this Final Project. Your website will have several “pages” or links
including:
a. Homepage/General Information Page (2 points): Create a homepage or opening
page that includes;
o A title for the page.
o Your working definition of at risk.
o A professional mission statement, which is your statement about your current or
anticipated professional role working with children and families at risk.
o An Autobiography, which is a brief introduction about you including professional
or volunteer experiences related to social, educational, or other related fields
pertaining to groups at risk and your professional goals. In this autobiography, share
how you intend to use what you know about groups at risk in your current or future
professional role. If you lack experience in related fields, share your professional
goals including the field and/or role you intend to pursue and how you intend to use
what you know about groups at risk in that role. As an option, include a picture of
yourself. Ensure the image is one you would want visible on the website, which may
be viewed by potential employers.
o A logically organized menu list that links to the pages in the website.
b. Page--Poverty (2 points): Summarize what you learned from the Week One
Discussion; Evaluating the Impact of Poverty including; (a) an overview of the impact
poverty has on children and families, (b) a description of at least one source of
support such as a program, policy, or model, or approach, and
(c) the additional resource previously located and shared during Week One.
Consider the feedback provided during the discussion to enhance your original
thinking and response. A distinguished response would also describe how this
knowledge will serve you professionally when working with children or families at
risk.
c. Page--Child Protection Services & Child Maltreatment (2 points): Include (a) an
Overview that is one-to-two paragraphs and describes the role of child protection
agencies and policies that protect children, (b) support your overview with an
example of a parenting program that you reviewed in Week Two Discussion Two,
and (c) resources, including at least one source to support the description and one
from the Rubin (2012) text supporting the parental program. Add the Child

3. Protection Agencies Infographic. The Child Maltreatment brochure from Week Three
will already have been uploaded as an attachment or link during Week Three. A
distinguished response would also describe how this knowledge will serve you
professionally when working with children or families at risk.
d. Page--Homelessness (2 points): Use what was discussed in Week Three role-play
discussion to inform this page. Include; (a) an Overview that is one-to-two
paragraphs summarizing what you learned while comparing and contrasting issues
of homelessness in New York and Chicago. A distinguished response will include
enhancements to your original discussion response from Week Three based on the
reciprocal feedback received during the discussion; (b) your perspective about the
supports reviewed such as programs or policies and their overall effectiveness as
well as either the recommendation you made for the cities or your ideas for
potentially applying what you learned to another city; (c) at least three resources,
including at least one resource from your own state or city of residence, and last, (d)
the visual compare/contrast graphic created during Week Three.
e. Page—Students At-Risk (1 point): Include an introduction of the School-Based
Efforts: A Plan to Support Youth At-Risk assignment completed during Week Four
that describes changes or enhancements you made to the presentation following its
evaluation and the feedback you received during Week Four. Also, describe how the
information learned about students at risk will serve you professionally when
working with children or families at risk. Include your presentation as an
attachment or link on this page.
f. Specialization Pages Instructions: Create three additional pages in your website
linked from the Homepage. Title the pages specifically for your selected group at risk
as shown in Content Expectations below.
g. Page-- Specialization Group: Overview (4 points): Create a page titled with the
name of your Specialization Group (e.g.: Child Refugees: Overview). Include a two-to-
three paragraph description of the chosen population at risk including risk
indicators, statistical data, and associated short and long-term implications and at
least one suitable graphic. A minimum of two references must be cited in-text.
h. Page--Specialization Group: Strategies (4 points): Create a page titled Strategies
that is linked from the Homepage. Include on this page
o resilience indicators that may target solutions.
o a description of at least two strategies (i.e., frameworks, models, approaches,
strategies, programs, or interventions) that can be used to effectively work with the
chosen population at risk including at least one derived from the Rubin (2012) text.
o explanation of the potential or intended outcomes of the two strategies.
o supporting evidence from at least two additional scholarly sources to support the
explanations

4. i. Page--Specialization Group: Resources (4 points): Create a page titled Resources
that provides a minimum of five resources including the Rubin (2012) text, offering
information and support for the chosen population at risk. Ensure this page includes
resources appropriate for an audience of educational and/or community-based
professionals serving the chosen population at risk as well as members of the
population and that these resources are formatted in APA. Each resource must be
annotated with a two-to-three sentence description saying what the resource is and
how it might be used for supporting or for direct support to the chosen population at
risk.
j. Text Version (3 points): Provide a text version of the website in a Microsoft Word
document that includes a link to the website you created for this final project. The
text version of your website or other multimedia creation will be eight-to-ten pages
in length if you have created the content requested. The purpose of the text version
is to provide a document to check the content of your site for originality through the
TurnItIn software and to provide a place for your instructor to give you embedded
feedback comments about the content of your website.