NCASE Resource Library
This publication features some of the best resources, including webinars, briefs, and toolkits, available in the online NCASE Resource Library, developed for both practitioners and system builders.
These selected resources, curated by NCASE, offer ideas and information for OST system leaders to support recovery from COVID-19.
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.
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The Collaborative for Academic, Social, and Emotional Learning (CASEL) collaborated with more than 40 partners to develop this SEL Roadmap designed to support teams in planning for the transition back to schools.
The transition to kindergarten is an important milestone in a young child’s life. While this transition is often accompanied by much excitement and anticipation, it can also bring uncertainty and anxiety as children face changes on multiple levels.
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has created CASEL CARES to collect resources that support families, schools, and communities during COVID-19.
This resource offers information on supporting children’s emotional well-being during the COVID-19 public health crisis. It includes recommendations for how to talk to children about the virus and how to promote emotional health through reassurance, routines, and regulation. It also includes links to key organizations that can support children, families, and providers.
Coaching is one of the most effective ways to support staff and to improve program quality. With its focus on relationships, strengths-based practices, communication, and coaching strategies like reflective practice and building leadership capacity, this guide could be very helpful for leaders of programs in any stage of development.
This site links to critical information and supports, including HHS-ACF resources such as guidance for preparing workplaces and helping communities know mitigation strategies, and a summary of child care provisions under the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
The Office of Child Care posted this document on March 13, 2020 to provide answers to a number of questions that stakeholders may have in response to the circumstances surrounding COVID-19. The topics include payment to providers, regulatory oversight, and eligibility for CCDF subsidy. This resource supports the COVID-19 response.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources sharing strategies for addressing adverse childhood experiences (ACEs) in out-of-school time (OST). This publication 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.
This newly launched 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.