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The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources sharing strategies for addressing adverse childhood experiences (ACEs) in out-of-school time (OST). This publication is part of a series compiling NCASE resources on a particular theme for the benefit of state, territory, and tribal Lead Agencies and their designated networks.
This newly launched professional development module covers the prevalence of adverse childhood experiences (ACEs) and the utility of trauma-informed and healing-centered engagement as strategies to positively impact the development of school-age children in Out-of-School Time environments.
This series of 18 fact sheets summarizes data about state QRIS systems and includes state examples that can be helpful for state system planners building QRIS systems.
The national Core Knowledge and Competencies (CKC) establish agreement across programs and funding streams about what professionals need to know and be able to do in a quality program. The CKCs were developed through a crosswalk of existing CKCs from states or independent organizations and then piloted.
These evidence-based standards foster nutrition and physical activity outcomes for children in grades K-12 attending out-of-school time programs. Originally developed in 2011 and then adopted and disseminated by the National Afterschool Association, the standards were refreshed in 2018.
This interactive learning series is intended for professionals in Head Start and child care, including school-age programs. There are 8 modules with background information, resources, and scenarios with suggested responses.
This resource defines the principles and practices that guide ethical decision-making strategies to ensure safe, nurturing environments and positive relationships in afterschool programs. Ethical responsibilities are organized into four sections: (1) children and youth, (2) families, (3) colleagues, and (4) community and society.