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The NCASE Out-of-School Time Professional Development System-Building Toolkit was designed to assist states as they build professional development systems inclusive of school-age providers. It also supports states in complying with the provisions of the Child Care and Development Fund (CCDF) Final Rule, which are aimed at improving the quality of child care and supporting the early childhood workforce.
A professional development system includes multiple components working together to support the workforce:
• Core knowledge and competencies
• Career pathways – including career lattices, training and technical assistance (TTA), certificates, credentials, higher education, and badges
• Data systems, such as workforce registries
• Strategies for compensation and job advancement
The new OST Professional Development System-Building toolkit is organized into 2 sections: Foundational Ideas and Career Development System Components. It also includes the NCASE Workforce System Development Questionnaire
(This resource supports the COVID-19 response.)
On September 26, 2019, the National Center on Afterschool and Summer Enrichment (NCASE) hosted the first of a two-part webinar series, highlighting promising practices from a recently concluded 10 state Professional Learning Group. Topics included:
- Adverse Childhood Experiences (ACEs)
- ACEs mitigation strategies: trauma informed care and healing centered engagement
- Culturally responsive practice
The Child Care and Development Fund (CCDF) program is the largest federal funding source for child care, with an investment of $8.1 billion in fiscal year 2019. The Temporary Assistance for Needy Families (TANF) block grant also directs funding to the care of children, either directly or through a transfer of some of its funds to CCDF. This brief explores ways that TANF can be used to subsidize the care of eligible school-age children and support Out-of-School Time (OST) program initiatives.
This toolkit is designed to help early childhood specialists use implementation science approaches in process consultation. The toolkit includes an assessment and implementation drivers' checklist that includes strengths-based questions that a school-age TA professional can use to help create a quality improvement plan for a program. It also includes the Hexagon Tool which can be used to select which program assessment tool or social-emotional framework may best fit with and support school-age program practices.
This updated guide, published by Temescal Associates, offers an introduction to youth development principles and practices to ensure that youth get the most of their Out-of-School Time (OST) experiences. It promotes five key practices to foster healthy youth development: (1) physical and emotional safety, (2) relationship building, (3) meaningful youth participation, (4) community involvement, and (5) challenging and engaging learning experiences.
From December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams.
This brief, Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School Time, highlights best practices that states learned about and shared, related to the following:
-The connection of SEL to healthy development and success in school, work, and life
-Strengths-based, healing-centered, and culturally responsive social-emotional models that build on an understanding of adverse childhood experiences (ACEs) and trauma-informed practice.
-Evidence-based supports for building a positive social-emotional climate
-Mental health for children and youth and mental health consultation
Each state assembled a cross-sector team, which typically included staff from their Child Care and Development Fund Lead Agency, state afterschool network, Department of Education, school districts, 21st Century Community Learning Centers, and providers. Each team participated in five PLG sessions, meeting in between sessions to build an SEL action plan.
The Office of Inspector General's issue brief identifies a concern that if states set payment rates too low, families may not have access to child care providers. While the report identifies that states have to balance competing priorities between raising payment rates, serving eligible families, and ensuring compliance with program requirements, it has recommendations for how states can expand family access to child care.
This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life. For example, out-of-school time (OST) programs can offer a culturally sensitive atmosphere, literacy-related activities that promote motivation and interest, and opportunities for family engagement. The brief includes examples from five states of activities for ELL youth.
This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports. The brief provides examples from three states on how they respond to these challenges.
This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development. This publication can be used to develop standards, conduct additional research, or guide professional development systems.