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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Positive outcomes are made possible through school-based and community
This blog by the National Institute on Out-of-School Time highlights what their research staff learned this past summer about high-quality practices in virtual programs based on conducting observations of more than 200 hours of online academic and general enrichment programming. The focus is on tips for activity design, youth engagement, and technology.
These selected resources, curated by NCASE, offer ideas and information for OST system leaders to support recovery from COVID-19.
Coaching is one of the most effective ways to support staff and to improve program quality. With its focus on relationships, strengths-based practices, communication, and coaching strategies like reflective practice and building leadership capacity, this guide could be very helpful for leaders of programs in any stage of development.
This report summarizes lessons learned from the Wallace Foundation's National Summer Learning Project in the five cities of Boston, Dallas, Jacksonville, Pittsburgh, and Rochester.
The Child Care and Development Fund (CCDF) program is the largest federal funding source for child care, with an investment of $8.1 billion in fiscal year 2019.
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.
Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.
Family-friendly policies offer parents financial stability and continuity in the care of children. They can also reduce the administrative burden for CCDF lead agencies.
This Practice Brief, the fourth in a periodic series published by the National Center on Afterschool and Summer Enrichment (NCASE), was developed following a Peer Learning Community (PLC) designed to strengthen workforce systems to advance both individual career development and program quality.