Children's Education of today

Annotated Bibliography
Introduction
Children involved in the systems of education and child welfare systems experience a great deal of obstacles that hinder their ability to become successful in their studies. This implies that there is a need for collaboration between these systems in order to improve the status and ability of these children. The purpose of this annotated bibliography is to outline articles that explain the significance of child welfare and education system collaboration by considering the obstacles and strategies.
Langworthy, S., Robertson, L., Bhakta, S. (2016). Building Collaborations Across Child
Welfare and Education Systems: MINNESOTA CHILD WELFARE AND EDUCATION FOCUS GROUP REPORT. University of Minnesota.
In this article, the authors assessed the challenges experienced by professional working in child welfare as well as educational systems in Minnesota. Bearing this in mind, Langworthy et al. (2016) questioned professionals in these areas to pinpoint obstacles to cooperating across systems and executing best practices through an online survey. This is largely owing to the fact that children included in the child welfare system every so often face significant obstacles to accomplishing academic success.
The survey included 52 participants of which 42 percent worked within the school systems, 36 percent in the county social services and the other 22 percent worked in both of the systems. Outcomes of the study showed four key barriers including high quality, system barriers, and data reporting and creative solutions.
The importance of this article is that not only does it delineate the challenges being faced by professionals within the child welfare and education systems, it also pinpoints some of the solutions that can be employed in order to overcome the barriers. This will facilitate fitting provision of ideal services for children and families within Minnesota.
Shannon, P., Cook, T. (2014). Resources for Child Welfare Professionals Working with Families from Refugee Backgrounds. Center for Advanced Studies in Child Welfare.
The article delineates information as well as resources to aid child welfare employees in rendering culturally receptive, fitting services to satisfy the distinctive necessities of families with refugee upbringings. In particular, this guide consists of particular resources for Burma and Bhutan, which are the novel communities in Minnesota.
This is largely for the reason that the state of Minnesota hosts more individuals with refugee experiences per capita in comparison to any other state in America. In the past decade, the groups relocating to the state have been progressively diverse and from new refugee societies within their work. Child welfare workers might come across individuals from new refugee societies in their work.
The main benefit of this article is that it gives guiding principles for facilitating people who might come across children with refugee backgrounds in providing child welfare.
University of Minnesota. (n.d). Bridging Child Welfare and Education Systems. Center for Family Development Children, Youth & Family Consortium.
The article outlines some of the innovative approaches and strategies provided by professionals in Minnesota for enhancing collaboration across systems. The study includes professionals within the educational and social service sectors working with children and households. The article includes conversations from eight different focus groups. It was purposed to collect their specialty and suggestions on collaboration across child wellbeing and education systems.
The common challenges found in the study consist of money, time, rules and regulations, data reporting and sharing and hierarchy. The recommendations given consists of always making connections, persistence in attempting success, joining social service groups, and comprehending where information required needed is.
This article is important as it outlines the different tactics that can be utilized across systems to help in the improvement of the welfare of children and families.
Langworthy, S., Larson, A. (2014). Collaboration Across Minnesota Child Welfare and Education Systems. University of Minnesota. Retrieved from: http://www.extension.umn.edu/family/cyfc/our-programs/cwelc/docs/CWELC-july-meeting.pdf
The intricate problems being faced by systems of child education and wellbeing are not a new aspect. The authors consider the barriers and also the factors that are significant for efficacious collaboration across systems. In addition, the authors exemplify the innovative tactics to have efficacious cooperation regardless of barriers.
The authors show that professionals are incessantly making endeavors to bridge gaps and overcome obstacles to efficaciously cooperate with each other for the improvement and advancement of children and families. For the most part, dependable, flexible and polite communication, combined with a gratitude for the topographical and structural intricacies of systems were the most significant factors for specialists in their work across systems.
This article is important for the reason that children that are part of the child welfare system usually deal with a lot in school and go through apparently challenging obstacles to accomplishing academic success. The information outlines indicates the significance of the cooperation between education systems and child welfare systems in Minnesota.

Minnesota Department of Human Services. (2017). Minnesota Child Welfare Continuous Improvement Brief Examining Child Re-entry into Out-of-home Care. Retrieved 27 September 2017 from: https://edocs.dhs.state.mn.us/lfserver/Public/DHS-6637A-ENG
This article scrutinizes key areas that necessitate enhancement within the state’s public child welfare system and also look at particular child welfare tests to promote best practices within the Minnesota Child Welfare Practice Model. Precluding re-entry into out-of-home care is significant for youths’ social and emotive welfare. However, Minnesota’s re-entry proportion has been determinedly high and requires development.
This article is important because stopping going in again into out-of-home care is significant in providing children increased steadiness essential for optimal child well-being.

Conclusion
The articles above discuss the collaboration between education and child welfare systems in Minnesota. Professionals outline that some of the obstacles consist of high quality, system barriers, and data reporting and creative solutions. The recommendations provided by these professionals through survey to overcoming these obstacles include always making connections, persistence in attempting success, joining social service groups, and comprehending where information required needed is.



References
Langworthy, S., Larson, A. (2014). Collaboration Across Minnesota Child Welfare and Education Systems. University of Minnesota. Retrieved from: http://www.extension.umn.edu/family/cyfc/our-programs/cwelc/docs/CWELC-july-meeting.pdf
Langworthy, S., Robertson, L., Bhakta, S. (2016). Building Collaborations Across Child
Minnesota Department of Human Services. (2017). Minnesota Child Welfare Continuous Improvement Brief Examining Child Re-entry into Out-of-home Care. Retrieved 27 September 2017 from: https://edocs.dhs.state.mn.us/lfserver/Public/DHS-6637A-ENG
Shannon, P., Cook, T. (2014). Resources for Child Welfare Professionals Working with Families from Refugee Backgrounds. Center for Advanced Studies in Child Welfare.
University of Minnesota. (n.d). Bridging Child Welfare and Education Systems. Center for Family Development Children, Youth & Family Consortium.
Welfare and Education Systems: MINNESOTA CHILD WELFARE AND EDUCATION FOCUS GROUP REPORT. University of Minnesota.