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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This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014.
This report covers results of a survey of 1,445 providers between September 28-October 7, 2020. Results indicate that more programs are open now than in the spring or summer, although on average they are serving half the children they were serving last fall. The survey also shows that there is unequal access to afterschool for children from low-income families.
This review of state plans for school reopening provides examples for ways states and districts can coordinate with afterschool programs to support their capacity, leverage resources, and support students and families.
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.
This issue brief outlines why OST programs are an essential part of the nationwide response to the coronavirus pandemic. It is a user-friendly look at how many children use or need afterschool programs and what impact quality programs have. It outlines what parents, businesses, schools, and state and local policymakers can do to support OST programs during COVID-19.
The Afterschool Alliance conducted a survey from May 28-June 30, 2020 to explore what afterschool programs are experiencing during the pandemic. The results show that 84 percent of programs are concerned that they will not be able to provide services in the fall due to increased requirements and 61 percent are concerned they may close permanently.
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.
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.
This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life.