NCASE Resource Library
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of publications, webinars, and other resources on strategies for finding sup
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.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
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This chapter summarizes the trends in QRIS re-visioning among the 20 states that received Race to the Top-Early Learning Challenge (ELC) grants. The trends include a move toward promoting school readiness, continuous quality improvement, family engagement, and a focus on teaching and learning.
This powerpoint presentation highlights information about criminal background check requirements for Child Care Development Fund. It reviews what national, in-state and inter-state background checks are mandatory. It also spells out what types of staff positions require the checks, which must be conducted prior to employment and at least every 5 years afterwards.
This document provides links to teaching resources, training models, publications, and other resources to assist child care providers and families as they help children recover from exposure to a natural disaster or other traumatic event. It includes links to relevant federal agencies, national organizations, and additional publications.
This webinar defines child care deserts and explores how two organizations have developed data-driven analyses to identify where there is persistent undersupply. The data demonstrate that lack of child care disproportionately impacts rural communities, low-income communities, and Latino and American Indian and Alaska Native families.
This issue brief provides a summary of research that identifies three dimensions that lead to suspension and expulsion: (1) absence of a deep understanding of child development with staff; (2) implicit bias; and (3) children who need more and different support than can be provided in an educational or early learning setting alone.
On September 14, 2017 the National Center on Afterschool and Summer Enrichment (NCASE) and the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) facilitated a webinar where participants explored the unique attributes of school-age and summer workforces; identified ways to strengthen professional development systems and build internal capacity for continuous qualit
This document provides an overview of some general characteristics of state child care licensing regulations for summer programs and day camps.
This issue brief provides a summary of lessons learned from a Community of Practice (CoP) on Continuous Quality Improvement (CQI) for early childhood and school-age thought leaders led by BUILD QRIS Learning Network. It includes models of CQI and how CQI is being integrated in quality improvement and professional development systems.
This Powerpoint was presented at the September 2016 State and Territory CCDF Administrators Meeting (STAM). It identifies strategies, challenges and opportunities for building family child care (FCC) systems.
This infographic summarizes data from the National Survey of Early Care and Education on home-based care. The focus is limited to children aged birth to five years. Data is provided about the number of providers and number of children being served in three categories: (1) listed, (2) unlisted paid, and (3) unlisted unpaid.