NCASE Resource Library
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 ?
Expand All Filters
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.
This issue brief provides a blueprint for how after school programs can help during COVID-19 by building school and community partnerships. It provides a useful chart to guide the response whether schools are providing in-person learning, remote learning, or a hybrid approach.
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 highlights the important role of afterschool and summer programs in developing the skills youth need to be successful in today’s workforce, in particular, their role in enhancing competencies that employers often say are missing such as skills in communication, teamwork, problem solving, and technology.
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.
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.
Out-of-School Time (OST) programs can play a role in mitigating and preventing Adverse Childhood Experiences (ACEs), which are disruptive to a school-age child’s academic and social development. State policies and initiatives are often the catalysts that support OST programs in this critical work.
The National Center on Afterschool and Summer Enrichment (NCASE) is pleased to share a practice brief on Aligning Out-of-School Time Services for Children Experiencing Homelessness. This brief is the fifth in a periodic series published by NCASE to build awareness of promising practices in the field of school-age child care.
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.