NCASE Resource Library
From December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
This brief presents a framework that broadens our understanding of how, when, and where youth learn.
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This issue brief reviews the common knowledge of school-based programs designed to build social-emotional competence in middle and high school years. It reviews exemplary programs on skill-focused promotion, academic integration, teaching practices, and organizational reform.
CASEL's District Resource Center is developed in partnership with school districts that are part of the Collaborating Districts Initiative, which has recently been enhanced. This tool kit is also intended to provide resources to out-of-school programs.
This report aims to challenge the prevailing discourse about Black children from one that overemphasizes limitations and deficits to one that draws upon strengths, assets, and resilience.
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 toolkit is designed to help state system planners from early childhood, Head Start, and schools create plans for a successful transition to kindergarten. It includes materials like a transition and alignment summit guide, a questionnaire on transition practices, and research and resources on why transition matters and how to engage families.
This issue brief provides an overview of the research and promising practices on the transition to kindergarten. It provides extensive examples of transition programs that focus on building relationships, alignment, and collaboration among families, preschool, and school.
This website offers a variety of technical assistance activities and supports to build system capacity to improve outcomes for young children with disabilities and their families.
This collection of resources focuses on helping state administrators and program practitioners design and implement high-quality Out-of-School (OST) programs that support all students, including those with disabilities and special needs.
This website was designed by Maryland State Department of Education to support early childhood providers in promoting family engagement.
This guidebook provides a definition of access and how to measure access across different types of settings. It also describes indicators of access, how to measure the indicators, and what data sources exist. While it is primarily designed for birth to age 5, the model can be adapted for use in studying access for school-age care.