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 Family and Community Engagement filter Family and Community Engagement
- (-) Remove Quality Improvement filter Quality Improvement
- (-) Remove Supportive Learning Environment filter Supportive Learning Environment
- Culturally Responsive Practice & Inclusion (4) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (5) Apply Professional Development filter
- Program Design and Management (4) Apply Program Design and Management filter
- School & Community Partnerships (1) Apply School & Community Partnerships filter
- Summer Learning (2) Apply Summer Learning filter
- Systems Building (2) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Center on Enhancing Early Learning Outcomes (CEELO) filter Center on Enhancing Early Learning Outcomes (CEELO)
- (-) Remove National Institute on Out-of-School Time (NIOST) filter National Institute on Out-of-School Time (NIOST)
- (-) Remove The After-School Corporation (TASC) filter The After-School Corporation (TASC)
- Administration for Children & Families (ACF) (24) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (18) Apply Afterschool Alliance filter
- Afterschool Matters Journal (3) Apply Afterschool Matters Journal filter
- American Institutes for Research (AIR) (11) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (6) Apply BUILD, QRIS National Learning Network filter
- Child Trends (11) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (5) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (3) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (2) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (5) Apply National Afterschool Association (NAA) filter
- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- National Summer Learning Association (NSLA) (9) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (42) Apply Office of Child Care (OCC) filter
- Office of Head Start (3) Apply Office of Head Start filter
- Opportunities Exchange (1) Apply Opportunities Exchange filter
- Other (101) Apply Other filter
- The Forum for Youth Investment, The Wallace Foundation (3) Apply The Forum for Youth Investment, The Wallace Foundation filter
- The Wallace Foundation (13) Apply The Wallace Foundation filter
- US Department of Education (4) 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 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.
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.
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.
This annotated bibliography provides a list of fifteen links to evidence-based practices, policy briefs, survey resources, and webinars to support Dual Language Learners (DLL). It is designed for policymakers, school administrators, and teachers in early child and primary education settings, and is helpful for Out-of-School Time (OST).
This article defines parent engagement and why it benefits children, families, and afterschool programs. It provides 15 examples of promising practices. Sample outreach materials and parent surveys are included. This resource supports resilience.
This research brief summarizes a study of the impact of a before-school physical activity program. The children have physical activities and receive nutrition information in a program that has expanded to 2,200 schools in 4 states. The research found that as a result of involvement, family perceptions and habits on physical activities and nutrition have shifted.
This report offers important insights into how collaboration across sectors can help state and city systems build a more skilled, sustainable workforce that better supports children and youth.
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.
This website provides links to all issues of Afterschool Matters, a national, peer-reviewed journal aimed at practitioners who develop and manage youth programs, as well as researchers and policymakers. The journal is published two to three times a year; each journal is 48-60 pages. Articles on almost any topic related to school-age care are available here.
This webinar explores ways to create a framework for continuity, consistency, equity and developmentally appropriate practice between early childhood and schools. The focus is on birth to grade three and can be helpful for school-age to consider. The ideas and state examples suggest we need to align practices and polices through cross-sector relationships.