NCASE Resource Library
Featured Resources
|
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. |
Search for Resources ?
Search Results
Filter By
Reset Selections
Expand All Filters
Topics
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Culturally Responsive Practice & Inclusion (13) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (9) Apply Family and Community Engagement filter
- Health and Safety and Licensing (4) Apply Health and Safety and Licensing filter
- Professional Development (20) Apply Professional Development filter
- Program Design and Management (16) Apply Program Design and Management filter
- Quality Improvement (14) Apply Quality Improvement filter
- School & Community Partnerships (6) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (10) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (4) Apply Summer Learning filter
- Systems Building (16) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Harvard Family Research Project filter Harvard Family Research Project
- (-) Remove National Afterschool Association (NAA) filter National Afterschool Association (NAA)
- (-) Remove Office of Head Start filter Office of Head Start
- (-) Remove Opportunities Exchange filter Opportunities Exchange
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- (-) Remove US Department of Health and Human Services, US Department of Education filter US Department of Health and Human Services, US Department of Education
- Administration for Children & Families (ACF) (12) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (10) Apply Afterschool Alliance filter
- American Institutes for Research (AIR) (9) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Center on Enhancing Early Learning Outcomes (CEELO) (2) Apply Center on Enhancing Early Learning Outcomes (CEELO) filter
- Child Trends (7) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (5) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Institute on Out-of-School Time (NIOST) (3) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (8) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (14) Apply Office of Child Care (OCC) filter
- Other (70) Apply Other filter
- The After-School Corporation (TASC) (1) Apply The After-School Corporation (TASC) filter
- The Forum for Youth Investment, The Wallace Foundation (1) Apply The Forum for Youth Investment, The Wallace Foundation filter
- US Department of Education (2) Apply US Department of Education filter
Search Results
Filter By
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.
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 report captures what was shared at an October 2019 Conference about the challenges of teaching social and emotional learning (SEL) in afterschool programs. It provides a brief history of the growing focus on SEL, along with a summary of remarks by national leaders.
This issue brief explores youth engagement in out-of-school time through a review of studies on out-of-school time attendance and participation by middle and high school students. It identifies promising practices for cognitive, behavioral, social, and emotional engagement that are essential for achieving positive outcomes. It includes program-level examples from four states.
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.
This issue brief identifies four important things to know about the transition to school, and it also mentions the transition that children and families experience to out-of-school programs: (1) transition is a matter of equity; (2) a smooth transition to school makes a difference for children's outcomes; (3) families play an important role in the transition to school; and (4) it's all about re
This guide is designed to supplement National AfterSchool Association (NAA) Core Knowledge and Competencies for Afterschool and Youth Development. It includes eight field-tested, research- and evidence-based practices and who, why, and how to implement these practices.
These evidence-based standards foster nutrition and physical activity outcomes for children in grades K-12 attending out-of-school time programs. Originally developed in 2011 and then adopted and disseminated by the National Afterschool Association, the standards were refreshed in 2018.
This website offers a wealth of information, resources, and state and national data sheets on a range of topics related to promoting positive youth development and helping deal with challenges that may arise such as pregnancy, mental health issues, obesity, substance abuse, relationships and dating violence, or illness.
This issue brief identifies four things to keep in mind to support the five percent of children in our care who are--or will grow up to become--gay, lesbian, bisexual, transgender, or questioning. It also provides a link to an online module about this topic and to other positive youth development modules by Better Kids Care. This resource supports resiliency.