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 School & Community Partnerships filter School & Community Partnerships
- Culturally Responsive Practice & Inclusion (21) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (12) Apply Family and Community Engagement filter
- Health and Safety and Licensing (15) Apply Health and Safety and Licensing filter
- Professional Development (17) Apply Professional Development filter
- Program Design and Management (18) Apply Program Design and Management filter
- Quality Improvement (28) Apply Quality Improvement filter
- Subsidy, Eligibility, and Equal Access (6) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (15) Apply Summer Learning filter
- Supportive Learning Environment (27) Apply Supportive Learning Environment filter
- Systems Building (25) Apply Systems Building filter
Resource type
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove Center on Enhancing Early Learning Outcomes (CEELO) filter Center on Enhancing Early Learning Outcomes (CEELO)
- (-) Remove National Summer Learning Association (NSLA) filter National Summer Learning Association (NSLA)
- (-) Remove Office of Child Care (OCC) filter Office of Child Care (OCC)
- (-) Remove Other filter Other
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Child Trends (1) Apply Child Trends filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
Search Results
Filter By
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 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 interim guidance from the CDC includes important information for schools and child care centers in both English and Spanish. It includes a fact sheet about children and COVID-19 and a document on how to stop the spread of the virus. It was updated March 12, 2020. This resource supports the COVID-19 response.
This important report from the Aspen Institute's National Commission on Social, Emotional, and Academic Development explores how the development of social emotional skills and competencies are essential for children and youth to thrive in school, career, and life.
This quality outcomes study of a summer program in Seattle Public Schools provides evaluative evidence for an instructional model that showed positive change in academic performance and high quality instructional practices.
This report provides a framework for understanding social and emotional learning (SEL). Out-of-School Time (OST) Programs can use it as a reference to compare the content and evidence of effectiveness of 25 SEL programs for elementary-age children. It includes a section on how to adapt SEL resources for Out-of-School Time Programs. This resource supports resilience.
This study is focused on older youth aged 13-18; it shows that 1 in 10 young adults aged 18-25, and 1 in 30 youth aged 13-17, experience some form of homelessness unaccompanied by a parent or a guardian. At higher risk of homelessness are youth with mental health and substance use issues, as well as youth of color and LGBTQ youth. The report includes recommendations for prevention.