SEARCH FOR RESOURCES
This issue brief outlines why collaboration between the Child Care and Development Fund (CCDF) and Temporary Assistance for Needy Families (TANF) is important for a two-generation approach to break the cycle of poverty so parents can focus on their own education, training, and work. It provides beginning steps for collaboration, numerous state examples, and fiscal considerations.
This webpage offers resources and tools to help states create a plan for equal access. Topics addressed include: (1) equal access supports; (2) planning, conducting, and using data from market surveys; (3) estimating costs of child care; and (4) setting rates and payment considerations. This resource supports equity.
This guide is designed to supplement National AfterSchool Association (NAA) Core Knowledge and Competencies for Afterschool and Youth Development. It includes eight field-tested, research- and evidence-based practices and who, why, and how to implement these practices. These practices include competencies such as getting in touch with your own social-emotional competencies, building in coaching and reflection for continuous improvement, and providing opportunities for voice, choice, and leadership.
This website is designed to help navigate the complex field of Social and Emotional Learning to help schools and afterschool programs decide which skills to focus on and how to measure development of those skills. It includes a summary of 40 SEL frameworks, their features, and the ages and settings in which the frameworks are used. It also has visual tools for exploring similarities and differences between frameworks.
This issue brief about trauma-informed care brings a strengths-based perspective that emphasizes resilience. There is a review of the signs of trauma, how it impacts trauma and how to practice trauma-informed care using the Four Rs: realizing the widespread nature of childhood trauma, recognizing the symptoms, responding by adjusting policies and practices, and resisting re-traumatization. This resource supports resiliency.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development. This issue brief highlights three key takeaways and the implications of these findings for afterschool settings: (1) children and youth learn and develop best in relational settings; (2) cultural competence and responsiveness are necessary for equity; and (3) trauma and adversity affect development.
The Path to Quality resource portal provides state system planners with step-by-step guidance and resources to develop quality afterschool systems including information on: (1) designing quality standards, (2) resources and tools aligned to quality standards, and (3) staff supports. It also includes a link to a 50-state afterschool network scan of quality systems updated in 2021 that offers direct links to: quality standards and guidelines, assessment tools, core knowledge and competencies, aligned professional development, credential systems, quality rating and improvement systems (QRIS), and skill-building initiatives.
The QRIS Resource Guide is a tool for states and communities to explore key issues and decision points in creating or revising Quality Rating and Improvement Systems (QRIS). There are tabs on components like initial design and implementation, standards, quality assurance and monitoring, and provider incentives and support. Each section includes issues to consider, state examples, and references and resources. The home page also links to state profiles on the QRIS compendium.
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