SEARCH FOR RESOURCES
These State Fact Sheets provide a state-by-state overview of child and family demographics, child care availability, and participation rates in QRIS. School-age state system planners can find information on the number of children and families, available school-age slots, affordability, and number of programs participating in QRIS and at what level.
This review of existing research on literacy programs for out-of-school time (OST) was conducted as part of an initiative for Philadelphia. It includes evidence on literacy outcomes, staffing, and training needs for tutoring programs, after school and summer programs, and online literacy programs. There is also an OST Quality tool, which helps programs examine practices, approaches and conditions which research indicates lead to positive literacy outcomes: https://williampennfoundation.org/what-we-are-learning/supporting-literacy-out-school-time-ost-early-literacy-quality-tool
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester. Lessons learned include that early planning is crucial; a focus on quality leads to success; districts need to focus on recruitment and attendance; and summer learning should be part of year-round operations for sustainability.
The transition to kindergarten is a bit event in the life of a child - and for the child's parents and caregivers as well. The tipsheet from the National Center on Afterschool and Summer Enrichment (NCASE) is designed to support parents an caregivers in thinking ahead about transition planning for their soon-to-be kindergartner. A range of tips on what to consider before, during, and beyond kindergarten can guide families with children who will need before and/or afterschool care. Finding a program that parents/caregivers and their children are comfortable with can help make the transition to kindergarten successful.
This brief shares findings from a series of focus groups with family child care providers supporting mixed-age groups of children. Topics addressed include:
- Experiences of FCC providers supporting mixed-age groups
- Challenges of caring for children in FCC mixed-age groups
- Promising practices among providers serving all children
- Understanding from current FCC providers what helps them stay in the field
- Determining what training and technical assistance is helpful for providers serving children from birth to 13 years
The Fall 2019 issue of AfterSchool Today, the quarterly magazine of the National Afterschool Association (NAA), contains articles relevant to discussion on quality and equity: Allyship in Racial Equity on page 12, Shifting Systems with mention of WA racial equity policy screen on page 13, and Working Toward a More Equitable Future on pages 14-15. You can access this issue, including these articles, at the link provided. Our friends at NAA ask that we remind you that the magazine is a benefit of membership with the National Afterschool Association. If you are interested in receiving future issues of AfterSchool Today magazine please visit www.naaweb.org to join.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of publications, webinars, and other resources on strategies for finding support for school-age child care after school and in the summer. This publication is part of a series compiling NCASE resources on a particular topic for the benefit of state, territory, and tribal Lead Agencies and their designated networks. The goal is to support professional development and capacity building by prompting organizations and programs to reflect on relevant resources and identify action steps.
On November 7, 2019, the National Center on Afterschool and Summer Enrichment (NCASE) hosted the second part of the webinar series "Supporting Positive Social-Emotional Climates in Out-of-School Time." This interactive session included promising practices from a recently concluded 10 state Professional Learning Group. Topics included: state systems, partnerships and funding; building staff capacity for improvement of social emotional climates; and mental health consultation.
This professional development module covers the prevalence of adverse childhood experiences (ACEs) and the utility of trauma-informed and healing-centered engagement as strategies to positively impact the development of school-age children in Out-of-School Time environments. Developed by the National Center on Afterschool and Summer Enrichment (NCASE) in collaboration with the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) the learning module provides context around ACEs and toxic stress, exploring types of ACEs as well as the crucial research study on ACEs and its implications.
Please note: login is required for module access. If you do not have an ECLKC account, you can register for one.
This webinar examines promising practices and research to support quality in Family Child Care (FCC). Dr. Juliet Bromer of Erikson Institute is featured as a special guest, presenting research on a conceptual quality model and strategies most likely to support providers in increasing quality. Information gathered directly from FCC providers on effective strategies they use to support mixed-age groups and on supports they need was shared. Early Childhood Quality Assurance Center provided research on the decreasing numbers of FCC providers and participants discussed strategies that could re-build these numbers. To access this webinar recording, or the slides from it, select Webinar #1 on Family Child Care under the section on ITSACC Virtual Events.