NCASE Resource Library
The 2011 NAA national Core Knowledge and Competencies (CKCs) have been revised in 2021 with an eye toward equity and culturally responsive practices. The retitled Core Knowledge, Skills, and Competencies (CKSCs) reflect updated research and best practices in promoting equity, inclusion, access, and antiracism in youth work.
This webpage from the Centers for Disease Control (CDC) is focused on the new COVID-19 vaccination recommendation for children aged 5 and older. It provides information on why getting children vaccinated is important, links to help families find vaccines, and data on vaccine safety.
This special Diversity, Equity, and Inclusion (DEI) addition to the IN Afterschool Standards outlines best practices to address the needs of diverse youth and the offering of quality and culturally-responsive programming.
As parents and caregivers support their children in their growth and development, they have many opportunities for talking about and modeling kindness and inclusion. This tip sheet, Equity in Action: Tips for Parents and Caregivers, encourages parents and caregivers to reflect on the things they already do with their children to help them learn and practice equity.
Creating a safe, welcoming space where children learn and thrive, and where families feel supported, is a hallmark of high-quality school-age child care. This resource, Equity in Action: Tips for School-Age Child Care Providers, is designed to build the capacity of school-age child care providers in supporting equity and inclusion.
These tools offer individuals the ability to look at U.S. data in specific locales to identify particular communities that will need continued support in recovery. It looks at 15 social factors organized into four themes: (1) socio-economic status, (2) household composition, (3) race/ethnicity/language, and (4) housing/transportation.
Online learning environments, like physical learning environments, provide opportunities for youth to learn, grow, and practice skills. In virtual learning spaces, educators must still plan program goals and a sequence of learning experiences, employ experiential education, build relationships, and promote positive youth development.
This slide show provides a summary of what parents, teachers, and Out-of-School Time (OST) providers want in summer programs for 2021 based on a combination of focus groups, interviews, and 3,031 surveys. Results indicate that parents want summer programs to prioritize their children’s social and emotional health.
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources focused on supporting the out-of-school time (OST) workforce. This publication, NCASE Workforce Resources, is part of a series compiling NCASE resources on a particular theme for the benefit of state, territory, and tribal Lead Agencies and their designated networks.