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 Quality Improvement filter Quality Improvement
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Culturally Responsive Practice & Inclusion (13) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (4) Apply Family and Community Engagement filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (6) Apply Professional Development filter
- Program Design and Management (4) Apply Program Design and Management filter
- School & Community Partnerships (3) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (1) Apply Subsidy, Eligibility, and Equal Access filter
- Systems Building (6) Apply Systems Building filter
Resource type
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove Child Trends filter Child Trends
- Administration for Children & Families (ACF) (4) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (4) Apply Afterschool Alliance filter
- BUILD, QRIS National Learning Network (2) Apply BUILD, QRIS National Learning Network filter
- Collaborative Communications (2) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (5) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Institute on Out-of-School Time (NIOST) (1) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (2) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (13) Apply Office of Child Care (OCC) filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (28) Apply Other filter
- The Wallace Foundation (1) Apply The Wallace Foundation filter
Search Results
Filter By
This brief, based on a longer white paper, identifies and summarizes key findings in the existing literature on 12 protective and promotive factors relevant to afterschool.
This issue brief explores how afterschool and summer programs and systems are well positioned to be strong partners in supporting children and families as things reopen during the pandemic.
This resource offers information on supporting children’s emotional well-being during the COVID-19 public health crisis. It includes recommendations for how to talk to children about the virus and how to promote emotional health through reassurance, routines, and regulation. It also includes links to key organizations that can support children, families, and providers.
The Path to Quality resource portal provides state system planners with step-by-step guidance and resources to develop quality afterschool systems including information on: (1) designing quality standards, (2) resources and tools aligned to quality standards, and (3) staff supports.
This issue brief about trauma-informed care brings a strengths-based perspective that emphasizes resilience. There is a review of the signs of trauma, how it impacts trauma and how to practice trauma-informed care using the Four Rs: realizing the widespread nature of childhood trauma, recognizing the symptoms, responding by adjusting policies and practices, and resisting re-traumatization.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development.
This issue brief explores how in-school educators, afterschool providers, families, and policy makers can work together to build social emotional skills youth need to succeed. The brief explores the policy context for social-emotional learning, how it is currently implemented in afterschool and school settings, and suggestions for how the two can partner on this issue.
This self-assessment tool is designed to help afterschool program staff reflect upon their own social and emotional competencies and how their teaching practices promote the development of social and emotional competencies among youth. It includes a section on action planning for personal and professional improvement.