NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (10) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (6) Apply Family and Community Engagement filter
- Health and Safety and Licensing (11) Apply Health and Safety and Licensing filter
- Program Design and Management (9) Apply Program Design and Management filter
- Quality Improvement (8) Apply Quality Improvement filter
- Summer Learning (2) Apply Summer Learning filter
- Supportive Learning Environment (10) Apply Supportive Learning Environment filter
- Systems Building (6) Apply Systems Building filter
Resource type
- (-) Remove Infographic filter Infographic
- (-) Remove Other filter Other
- Issue brief (26) Apply Issue brief filter
- Report (10) Apply Report filter
- Tool kit (15) Apply Tool kit filter
- Video/video series (2) Apply Video/video series filter
- Webinar (4) Apply Webinar filter
- Website (3) Apply Website filter
Publisher
- (-) Remove National Afterschool Association (NAA) filter National Afterschool Association (NAA)
- (-) Remove Other filter Other
- Administration for Children & Families (ACF) (4) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (1) Apply Afterschool Alliance filter
- Office of Child Care (OCC) (5) Apply Office of Child Care (OCC) filter
- Office of Head Start (1) Apply Office of Head Start filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- The Wallace Foundation (2) Apply The Wallace Foundation filter
Search Results
Filter By
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 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.
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 resource defines the principles and practices that guide ethical decision-making strategies to ensure safe, nurturing environments and positive relationships in afterschool programs. Ethical responsibilities are organized into four sections: (1) children and youth, (2) families, (3) colleagues, and (4) community and society.
This infographic lists the 10 categories of the NAA (National Afterschool Association) core knowledge and competencies (CKCs). The CKCs articulate what professionals need to know and be able to do for a program to be considered high quality. This infographic presents the 10 core knowledge areas in an easy-to-read-and-remember format.
Based on the knowledge that strong, positive family relationships are good for children and youth, this easy-to-digest infographic provides suggestions on how to create growth-enhancing family relationships. The 20 suggestions for action are divided into 5 categories--(1) express care; (2) share power; (3) challenge growth; (4) provide support; and (5) expand possibilities.
The Child Care and Development Block Grant (CCDBG) Reauthorization of 2016 includes requirements for health and safety training. This resource provides information on health and safety professional training for Out-of-School Time (OST) providers, as required by state, plus access to research-based online training modules.