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.
Search for Resources ?
Expand All Filters
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
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 guide describes how cities and intermediaries can work with afterschool providers across a neighborhood, city, or region to build quality. It explores how to identify a lead organization, engage stakeholders, use a continuous improvement model, and manage data systems. It includes case studies from Georgia, Texas, Illinois, Massachusetts, New York, and Florida.
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 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.
The Office of Inspector General's issue brief identifies a concern that if states set payment rates too low, families may not have access to child care providers.
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 brief provides a crosswalk of three common community supports that enhance children's social and emotional health: (1) infant and early childhood mental health consultation, (2) pyramid model/practice-based coaching, and (3) mental health treatment. It provides information such as definitions, professional qualifications, and service examples.
This policy statement provides recommendations from the U.S. Department of Health and Human Services (HHS) for developing and implementing career pathways to support the professional learning, practice, and compensation of early childhood educators and program directors.