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 Professional Development filter Professional Development
- (-) Remove Quality Improvement filter Quality Improvement
- Culturally Responsive Practice & Inclusion (74) Apply Culturally Responsive Practice & Inclusion filter
- Family and Community Engagement (52) Apply Family and Community Engagement filter
- Health and Safety and Licensing (30) Apply Health and Safety and Licensing filter
- Program Design and Management (66) Apply Program Design and Management filter
- School & Community Partnerships (34) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (18) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (24) Apply Summer Learning filter
- Supportive Learning Environment (90) Apply Supportive Learning Environment filter
- Systems Building (60) Apply Systems Building filter
Resource type
- Infographic (2) Apply Infographic filter
- Issue brief (27) Apply Issue brief filter
- Journal article (1) Apply Journal article filter
- Other (12) Apply Other filter
- Report (19) Apply Report filter
- Tool kit (14) Apply Tool kit filter
- Video/video series (4) Apply Video/video series filter
- Webinar (4) Apply Webinar filter
- Website (6) Apply Website filter
Publisher
- (-) Remove Center on Enhancing Early Learning Outcomes (CEELO) filter Center on Enhancing Early Learning Outcomes (CEELO)
- (-) Remove National Afterschool Association (NAA) filter National Afterschool Association (NAA)
- (-) Remove National Association of Child Care Resource & Referral Agencies (NACCRRA) filter National Association of Child Care Resource & Referral Agencies (NACCRRA)
- (-) Remove Other filter Other
- (-) Remove The Forum for Youth Investment, The Wallace Foundation filter The Forum for Youth Investment, The Wallace Foundation
- (-) Remove The Wallace Foundation filter The Wallace Foundation
- (-) Remove US Department of Education filter US Department of Education
- (-) Remove US Department of Health and Human Services, US Department of Education filter US Department of Health and Human Services, US Department of Education
- Administration for Children & Families (ACF) (18) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (5) Apply Afterschool Alliance filter
- Afterschool Matters Journal (3) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (4) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (6) Apply BUILD, QRIS National Learning Network filter
- Child Trends (6) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) 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) (5) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (1) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (34) Apply Office of Child Care (OCC) filter
- Office of Head Start (3) Apply Office of Head Start filter
- Opportunities Exchange (2) Apply Opportunities Exchange filter
- The After-School Corporation (TASC) (1) Apply The After-School Corporation (TASC) filter
Search Results
Filter By
This town hall provided recent developments on COVID-19 planning for Summer 2021 camps. It includes helpful research from Tufts University on effective non-pharmaceutical interventions (NPI) from Summer 2020, with the recommendation that camps continue to use the effective strategies for the coming summer. Camp directors from Wisconsin shared their experiences.
This field guide has been revised for Summer 2021 camps. It includes 14 sections on basics on screening and preventing COVID-19 and a new section on vaccines. It has revised information on testing and non pharmaceutical interventions (NPI) that will still be critical in 2021 given the rate of COVID-19 and the risks from highly contagious variants.
These social-emotional check-in activities are designed for K-12 students and can be especially helpful in keeping the focus on relationships and social-emotional learning in times of distance learning.
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.
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
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 issue brief presents research-based strategies for promoting youth leadership and responsibility, as well as choice and autonomy. The strategies for increasing voice and choice and leadership opportunities are divided into elementary school, middle school, and high school.
These program standards, self-assessment rubric, and resources are designed to help afterschool programs evaluate and improve the support they are providing for youth who are engaged in distance learning.
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.