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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This website is a compilation of learning resources from many organizations. It is organized so that both educators and families can access activities for grades pre-K-5 and grades 6-12. It includes virtual tours of national parks and museums, activities by subject area like social studies and math, and activities in Spanish for students who are English Language Learners.
This webinar series explores tools, tips, strategies, and resources for programs to deliver high-quality virtual programs. The first webinar is called Transforming from Virtual Bleh to Virtual Yeah! It offers a wealth of concrete tips to provide structured and consistent programming, increase student engagement, and battle virtual burnout, plus a review of online tools.
These social-emotional check-in activities are designed for K-12 students and can be especially helpful in keeping the focus on relationships and social-emotional learning in times of distance learning.
This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming.
This COVID-19 health guidance for childcare and out-of-school-time care was developed by Vermont and revised in August 2020. It is a cross-sector effort from Department of Health, Agency of Education, and Department for Children and Families to guide both regulated and unregulated child care, including center-based, family-based, summer, recreational, and afterschool programs.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL.
This guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
This activity guide includes 40 activities for youth to learn about the science of COVID-19 and to develop greater social awareness and empathy. It was developed for the State Afterschool Networks (SANs) and has activities useful for out-of-school programs and family child care providers whether offering in-person, virtual, or take-home activities.
This issue brief and its video clips explore trauma-informed practices implemented in a Nashville, TN school. While the strategies are implemented in a school, the information and the videos on a whole-school approach, peace corners, mentor relationships, and teacher supports are relevant for out-of-school programs. This resource supports the COVID-19 response.
This issue brief presents research-based strategies for promoting youth leadership and responsibility, as well as choice and autonomy. The strategies for increasing voice and choice and leadership opportunities are divided into elementary school, middle school, and high school.