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 webinar provides information about how two states are supporting Family, Friend, and Neighbor care (FFN), which has become an especially important part of the child care supply in COVID-19. New Mexico has created a path for temporary FFN care that lasts for 6 months. Providers can serve up to 4 non-residential children and can access subsidy and food programs.
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 webinar explores how leaders and stakeholders in WA developed a vision and conducted a 3-year pilot for creating an accessible, equitable, and high-quality system of programs for school-age and youth development. The webinar shares what was learned about professional development and coaching supports, and standards and assessment tools.
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.
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 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 report offers important insights into how collaboration across sectors can help state and city systems build a more skilled, sustainable workforce that better supports children and youth.
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 report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This issue brief highlights interviews conducted by BUILD QRIS Learning Network with 29 key informants from 7 states and 9 national entities to explore thinking about Continuous Quality Improvement (CQI). There was consensus that building a CQI culture at multiple levels will strengthen outcomes for children and families and build change that lasts.