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 Program Design and Management filter Program Design and Management
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Culturally Responsive Practice & Inclusion (5) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (5) Apply Family and Community Engagement filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (11) Apply Professional Development filter
- Quality Improvement (15) Apply Quality Improvement filter
- School & Community Partnerships (3) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (5) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (6) Apply Summer Learning filter
- Systems Building (10) Apply Systems Building filter
Resource type
Publisher
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove Opportunities Exchange filter Opportunities Exchange
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (18) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (14) Apply Afterschool Alliance filter
- Afterschool Matters Journal (2) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (10) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (2) 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
- Education Development Center (EDC) (1) Apply Education Development Center (EDC) filter
- Harvard Family Research Project (2) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (7) Apply National Afterschool Association (NAA) filter
- National Summer Learning Association (NSLA) (10) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (1) Apply National Women's Law Center filter
- Office of Child Care (OCC) (20) Apply Office of Child Care (OCC) filter
- Office of Head Start (3) Apply Office of Head Start filter
- Other (94) Apply Other filter
- Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) (1) Apply Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) 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 (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (3) Apply US Department of Health and Human Services, 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 blog by the National Institute on Out-of-School Time highlights what their research staff learned this past summer about high-quality practices in virtual programs based on conducting observations of more than 200 hours of online academic and general enrichment programming. The focus is on tips for activity design, youth engagement, and technology.
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.
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 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 classic report clarifies the cost of quality out-of-school time programs, based on data from 111 quality programs in six cities. It provides the mean and range for hourly and daily cost per slot, with an analysis of factors that bring differences to cost.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.
This brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints.
This PowerPoint presentation explores key principles for effective business management. It describes the concept of shared services. Some slides demonstrate the extensive resources of the ECE Shared Resources tool used by more than 20 states. It provides examples of strengthening business practices in New Hampshire and Pennsylvania.