CCTAN - The Child Care Technical Assistance Network, a service of the Office of Child Care

This series of reports provides a compilation of 41 key indicators for children ages 0-17. The statistics include measures on issues like poverty, homelessness, opioid use, and violence.

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. The modules include an overview of homelessness and the McKinney-Vento Homeless Assistance Act, how to identify and reach out to homeless families, and how to connect with families and community resources. This resource supports resilience.

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. It also includes an overview about ethical decision making, definitions, and a bibliography.

This policy statement provides recommendations from the U.S. Department of Health and Human Services (HHS) for developing and implementing career pathways to support the professional learning, practice, and compensation of early childhood educators and program directors. From the webpage, click on "read the guidance document" to access the policy statement and review state examples about pathways, portable credentials, compensation, and shared terminology.

To support SAMHSA Children’s Mental Health Awareness Day 2018, NCASE is highlighting promising practice resources that support resilience in the Resource Library.

This series of national and state/territory data profiles provide information about school-age children served through the Child Care and Development Fund (CCDF). The profiles present a detailed picture of how federal investments and state policies can support the needs of school-age children, who represent nearly half of all children served through CCDF subsidies.

This document provides an overview of some general characteristics of state child care licensing regulations for summer programs and day camps. The information is based on a scan of regulations in 17 states (Alaska, Arkansas, California, Colorado, Georgia, Illinois, Kentucky, Minnesota, Mississippi, Nebraska, New Hampshire, North Carolina, Ohio, Oklahoma, Pennsylvania, Virginia, and Wisconsin), selected because of their geographic diversity. The data was drawn from the National Database of Child Care Licensing Regulations.

Amid increasing interest in the topic of social and emotional learning (SEL), this special issue of the journal "The Future of Children" explores SEL in schools and after-school settings. There are nine articles that can be read separately. Overall, they conclude that SEL skills are essential to healthy development and that adults need more training on how to guide children's SEL learning effectively.  This resource supports resilience.   

This booklet provides an overview of laws that support inclusion and how the laws apply to out-of-school-time programs serving youth with disabilities. It helps programs understand how to make accommodations in policies, procedures, and practices to comply with requirements in Section 504 and the Americans with Disabilities Act (ADA).

This Powerpoint was presented at the September 2016 State and Territory CCDF Administrators Meeting (STAM). It identifies strategies, challenges and opportunities for building family child care (FCC) systems. Strategies for strengthening FCC systems include technical assistance, grants and contracts, appropriate payment rates, FCC networks, and shared services to strengthen business practices and educational leadership. Oregon and Pennsylvania FCC system building strategies are highlighted as examples.