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 Culturally Responsive Practice & Inclusion filter Culturally Responsive Practice & Inclusion
- (-) Remove Health and Safety and Licensing filter Health and Safety and Licensing
- Family and Community Engagement (12) Apply Family and Community Engagement filter
- Professional Development (21) Apply Professional Development filter
- Program Design and Management (10) Apply Program Design and Management filter
- Quality Improvement (30) Apply Quality Improvement filter
- School & Community Partnerships (7) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (24) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (12) Apply Summer Learning filter
- Supportive Learning Environment (21) Apply Supportive Learning Environment filter
- Systems Building (33) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Child Trends filter Child Trends
- (-) Remove Office of Child Care (OCC) filter Office of Child Care (OCC)
- Administration for Children & Families (ACF) (15) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (11) Apply Afterschool Alliance filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (8) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (2) Apply BUILD, QRIS National Learning Network filter
- Center on Enhancing Early Learning Outcomes (CEELO) (1) Apply Center on Enhancing Early Learning Outcomes (CEELO) 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) (2) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (6) Apply National Afterschool Association (NAA) filter
- National Institute on Out-of-School Time (NIOST) (3) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (9) Apply National Summer Learning Association (NSLA) filter
- National Women's Law Center (2) Apply National Women's Law Center filter
- Office of Head Start (2) Apply Office of Head Start filter
- Other (81) Apply Other filter
- Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) (1) Apply Safe@School: Ontario Teachers' Federation (OTF) and the Centre ontarien de prévention des aggressions (COPA) filter
- The Wallace Foundation (2) Apply The Wallace Foundation filter
- US Department of Education (3) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (4) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas.
COVID-19 has had a major impact on services for children with disabilities, including loss of in-person therapy services like physical therapy and occupational therapy, loss of access to special education accommodations available through schools, and loss of health insurance to cover services for those families now unemployed.
On August 6, 2020 the National Center on Afterschool and Summer Enrichment (NCASE) hosted a listening session designed to help stakeholders in the field better understand the current state of school-age care in the country, specifically informed by lessons learned through efforts to deliver safe and meaningful summer programming in 2020.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery. Emergencies of all types can occur abruptly and cause devastation to programs, families, communities, and entire towns or cities.
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities.
These selected resources, curated by NCASE, offer ideas and information for OST system leaders to support recovery from COVID-19.
On November 7, 2019, the National Center on Afterschool and Summer Enrichment (NCASE) hosted the second part of the webinar series "Supporting Positive Social-Emotional Climates in Out-of-School Time." This interactive session included promising practices from a recently concluded 10 state Professional Learning Group. Topics included: state systems, partnerships and funding; buildin
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.
On September 26, 2019, the National Center on Afterschool and Summer Enrichment (NCASE) hosted the first of a two-part webinar series, highlighting promising practices from a recently concluded 10 state Professional Learning Group. Topics included:
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.