NCASE Resource Library
Featured Resources
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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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The Collaborative for Academic, Social, and Emotional Learning (CASEL) collaborated with more than 40 partners to develop this SEL Roadmap designed to support teams in planning for the transition back to schools.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has created CASEL CARES to collect resources that support families, schools, and communities during COVID-19.
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.
CASEL's District Resource Center is developed in partnership with school districts that are part of the Collaborating Districts Initiative, which has recently been enhanced. This tool kit is also intended to provide resources to out-of-school programs.
This collection of resources focuses on helping state administrators and program practitioners design and implement high-quality Out-of-School (OST) programs that support all students, including those with disabilities and special needs.
This scorecard identifies state policies and guidance to support students social and emotional development (SEL). It provides links to the research and to state-by-state SEL competencies, websites, and resources.
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.