Search Results

The Oklahoma Clearinghouse is committed to continually advancing the definition of quality in early child care and education. This is accomplished by accelerating innovation, integrating research-based practices and conducting practice-informed research. The knowledge gained through our efforts is shared with parents, policymakers and childcare providers all in pursuit of improving early childhood systems and maximizing public/private partnerships. Submission Window Now Open for the Clearinghouse Round 9: Focusing on the Pathways to School Readiness Submit Your Proposal Quality in Oklahoma Early Childhood The Clearinghouse is committed to continually advancing the definition of quality in early child care and education. This is accomplished by accelerating innovation, integrating research-based practices and conducting practice-informed research. The knowledge gained through our efforts is shared with parents, policymakers and childcare providers all in pursuit of improving early childhood systems and maximizing public/private partnerships. EXPLORE THE REGISTRY View the Recording for our Latest Clearinghouse Townhall View Now Research Based Early childhood programs and services which include study outcomes published in peer-reviewed journals. LEARN MORE Practice Based Early childhood programs and services driven by industry wisdom, organizations, practice, or other consensus approaches that do not necessarily include systemic use of research evidence. LEARN MORE Innovative Ideas Novel early childhood ideas that describe a plan or possible course of action but have not been put into practice or backed by research. LEARN MORE “There is nothing more important than ensuring our state’s children will have successful futures.” — Justin Brown, Former Oklahoma Secretary for Human Services and Early Childhood Initiative About the Clearinghouse The Oklahoma Clearinghouse for Early Childhood Success promotes well-being for Oklahoma children and their families by building an evolving definition of quality, fast-tracking innovation, implementing research-informed practice and practice-informed research to support and improve early childhood systems and maximizing public/private partnerships. Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. EXPLORE THE REGISTRY SUBSCRIBE Thanks for subscribing! Submissions to Date To date, 27 submissions have been approved by the Clearinghouse, with 14 programs receiving implementation grants totaling more than $8.4 million. These funded submissions have addressed needs ranging from supporting children's behavioral development to expanding early childhood mental health services and improving early literacy practices across the state. Submissions are accepted twice a year and during an invitational round. Check out all of the funded programs by clicking on the program registry button. EXPLORE THE REGISTRY Impact Report On behalf of Oklahoma Partnership for School Readiness, we are excited to present this impact report highlighting the tremendous achievements of the Oklahoma Clearinghouse for Early Childhood Success. Our inclusive approach spans all early childhood care and education settings, including center-based care, home-based care, family, friend, and neighbor care, as well as programs like Head Start, Pre-K, and school- aged care. This comprehensive focus positions the Clearinghouse as a vital resource for identifying and advancing programs through Implementation Grants or other funding sources, such as the Preschool Development Grant Birth through Five. By blending and braiding funds from OKDHS and private donors, OPSR has extended the impact of Clearinghouse projects statewide, improving outcomes for even more children. DOWNLOAD THE REPORT Frequently Asked Questions When was the Clearinghouse established? Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. How do I submit my research, best practice or innovative idea? The Clearinghouse will request proposals biannually on selected topic areas and defined outcomes. The website contains a link to the submission form with instructions. Once I complete a submission, how long does it take to discover how it was rated? The review process could take up to 90 days from the date the submission request window closes. What types of relevant supporting documents will be accepted? Submitters can include annual audit reports, budgets, a 990 form and/or a certificate of incorporation. I am an Oklahoma early childhood education provider, what supports are available and how do I access them? Users can search by topic area, program or type of tools available (e.g. toolkits, on-line training, manuals, guides, etc.) Do you work in other states? The Clearinghouse is a public website so anyone can review the submissions reviewed along with their ratings; however, implementation support is limited to Oklahoma providers. Is there anything available to support smaller home based child care centers? Yes, and we want to hear your innovative ideas and see your practice-based submissions. Clearinghouse staff are available to assist you in completing your submission. For additional resources for family child care homes, please visit the Thrive Network website . How can I be nominated to be part of the Clearinghouse Committees? If you are interested in serving on one, please email to okclearinghouse@okschoolreadiness.org . We will forward to the Nominating and Governance Committee.

The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). < Back Community of Support for Early Childhood Communities Date Submitted: 09/08/2021 Contact Information: Emily Scott Executive Director (405) 434-5507 escott@autismfoundationok.org Autism Foundation of Oklahoma PO Box 42133 Oklahoma City, OK 73162 Rating Category: Innovative Idea Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Medical Providers, Administrators, Parents Goals and Outcomes: The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). This model aims to prepare providers to present information effectively, respond to questions/concerns, lead activities that reinforce learning, and help others link evidence-based information to their day-to-day jobs, which ties in with the outcome of this submission. This submission will be the link between the evidence and the application of the evidence. The curriculum will include evidence-based information on the following areas: child development and social emotional well-being as it relates to autism spectrum disorders, components of quality early childhood education, family-centered care, culturally responsive care, teaming, collaboration, and communication. This program will build capacity across the state by training community-based providers through public-private partnerships in providing technical assistance and training to early childhood communities that support young children with autism. Below are the intended objectives for the first year of program implementation. Once the submission is approved, this project will collaborate with the Oklahoma Child Care Resource and Referral Association (OCCRRA) to ensure goals are achievable and realistic. Recruit and train ten new trainers from across the state to support early childhood communities on autism and related disabilities. Provide 100 virtual visits to early childhood communities supporting children with autism and related disabilities. Provide 50 on-site visits or video reviews to early childhood communities supporting children with autism and related disabilities. Brief Summary: The issue addressed through this submission is the translation of knowledge from the Clearinghouse or other evidence-based resources into everyday practice. Knowledge translation is the movement of a new idea from a research setting, peer-reviewed journal, systematic review, or continuing education course to day-to-day practice. Knowledge translation is more than just knowing; it involves putting that knowledge into practice. Knowledge translation starts with practitioners becoming aware of new information, shifting perception of new information, making a decision about new information, applying it, and confirming the new information by incorporating it into everyday practice. Knowledge translation can significantly be limited when practitioners do not have access to role models who will encourage and support them in implementing newly acquired information (Rabinowicz & Ray, 2018). This program aims to create a network of trained providers who bridge the gap in early childhood communities from acquiring new knowledge to applying the new knowledge into everyday practice. Based on literature around adult learning and knowledge translation, minimal change will occur if participants do not have access to a reliable support system (Rabinowicz & Ray, 2018). Early childhood communities are expected to know about all areas of child development. It is too much to expect them to be the expert in all things around child development. Through this program, the trained providers will be the experts in autism and related disorders, providing a valuable resource for early childhood communities supporting young children. Approximately 260,000 children in Oklahoma are under five years old (US Census Bureau, 2019). Using the national statistic that 1 in 54 children have a diagnosis, about 4800 children in Oklahoma under five have autism. In an Oklahoma statewide study, approximately 39% of parents of children with autism reported that childcare significantly impacted their employment decisions, which is seven times higher than families of children without autism. Not having access to childcare affects families three times more than the effects of poverty. The childcare community is a critical community to the health of Oklahoma families that would benefit from a program such as this submission. Previous Next

< Back Community Based Doula Expansion Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2025 Focus Area: Healthy Environments and Relationships Focus Population: Children, Medical Providers, Parents Contact Information: Omare Jimmerson Executive Director (918) 633-2867 omare@tulsabei.org Oklahoma Birth Equity Initiative 7030 S Yale, Tulsa, OK 74136 Goals and Outcomes: Planned approach: This proposed project will allow OKBEI to accomplish its goals using a multi-pronged strategy: • Create the demand for CBDs in the target population through partnerships, communication, awareness, and education. • Fill the demand by preparing well-trained CBDs that serve the target population. As a result, more OK women in the target population have access to no/low cost, high-quality CBD services, which are shown to improve maternal health outcomes. Another intended outcome will be the meaningful employment and workforce development for the women in rural Oklahoma. An innovative community approach that has been successfully implemented in Tulsa using the hub-andspoke model has been successfully implemented for CBDs in other states. OKBEI proposes a unique model by partnering with community organizations and Career Tech campuses across the state to disseminate information on CBD training in their course catalog and provide instructional facilities for both OKBEI and independent Community-Based Doula Trainers (CBDTs) supported by OKBEI (this is the model that has been successful in Tulsa). Overarching Goal: OKBEI will facilitate a replicable high-quality CBD training, continuing education program and certification support in two rural OK counties, focusing on the most vulnerable populations in maternal health desserts, who will, in turn, provide community-based doula supports, resulting in maternal health outcomes that exceed state averages for those served. Overarching Outcome: As a result of the increase in maternal health support services, OK’s maternal health outcomes, specifically related to Healthy People 2030 targets, will show improvement for the target population. Objective 1: Increase the demand for highly qualified CBDs to serve the target population by: building partnerships in two OK communities; listening to and learning from the target population; providing medical education for providers in the communities; and completing a comprehensive outreach and awareness campaign. Outcome 1.1: Hold at least two listening sessions in each of 2 OK rural communities, gathering information from the target population that can be used in creating an implementation strategy for the project, and engaging them to join OKBEI in the project goal. Outcome 1.2: Conduct outreach and awareness campaigns in two OK rural communities, leveraging 200,000 reaches each year. Outcome 1.3: Engage with at least 40 medical providers and healthcare staff in 2 OK rural communities, providing medical education on maternal health and the role of CBDs, resulting in at least 85% of participants showing increased knowledge in pre- and post-tests. Objective 2: Fill the demand for highly qualified CBDs to serve the target population by supporting the training of at least 60 CBDs that can serve at least 1250 women in the target population. Outcome 2.1: OKBEI will aim to identify and train at least 10 CBD Trainers (CBDTs) in 2 rural communities across OK, resulting in 80% of CBDTs reporting they have the skills and resources to train at least 30 new CBDs annually who can serve the target population. Outcome 2.2: Provide additional support for 4 CBD trainings across 2 rural communities, to ensure CBDTs can train at least 30 CBDs in the target population annually. Outcome 2.3: Create an online peer mentor network for OK CBDs, resulting in at least 432 CBDs participating and 90% reporting their CBD career has been positively impacted by the network (this includes those trained in Tulsa area). Outcome 2.4: At least 80% of trained doulas will receive certification and at least 90% of certified doulas will recertify annually (this includes those trained in Tulsa area). Outcome 2.5: Offer at least 12 hours of high-quality continuing education credits (CECs) resulting in 95% of attendees showing increased knowledge after completing the CEC (this includes those trained in Tulsa area). Brief Summary: The Oklahoma Birth Equity Initiative (OKBEI) works to equip families to have healthy births with dignity through a comprehensive, community-centered program that addresses the stark disparities in birth outcomes among marginalized populations in Oklahoma. Our initiative recognizes that birth equity is fundamental to achieving overall health equity and aims to dismantle systemic barriers that perpetuate inequities in maternal and infant health. Healthcare access for Black and Brown pregnant people is one of OKBEI's founding values, rooted in our commitment to reducing infant and maternal death rates. OKBEI seeks support from the Oklahoma Clearinghouse to further our mission of improving birth outcomes and promoting maternal health among underserved communities within maternal health deserts across Oklahoma. OKBEI is looking to expand our doula training to create doula access to women in these areas, while simultaneously creating a doula workforce able to bill Medicaid for services. The Oklahoma Birth Equity Initiative (OKBEI) proposes to serve pregnant and postpartum individuals in the state of Oklahoma (OK) through this project, which will expand culturally competent community-based doula (CBD) training and services in key areas across the state. Maternal health deserts contribute to the high mortality rates in OK. In 2022, the March of Dimes reported that 57% of OK counties lack hospitals with obstetric care, birth centers, and OB/GYNs. This forces pregnant rural citizens to travel (often for hours) to receive prenatal care, increasing their costs for care and jeopardizing their income and employment, as they must accrue significant leave from work just to pursue basic prenatal care. The Oklahoma Birth Equity Initiative represents a collaborative effort to address the root causes of maternal and infant health disparities and create a more equitable and just healthcare system for all Oklahoma residents. By centering the voices and experiences of marginalized communities, we aim to achieve lasting improvements in birth outcomes and maternal health outcomes, ultimately advancing health equity for generations to come. We recognize and seek to eliminate the racial disparities in Oklahoma's birth outcomes. Oklahoma Birth Equity Initiative | Home Previous Next

The target population is Oklahoma families with children (ages birth to 8 years old) that have been exposed to a traumatic event. < Back Emergency Child Care Waiver: Innovative Referral and Approval Process Submission Type : Innovative Ideas Final Rating: Innovative Idea Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children, Caregivers, Guardians, Parents, Systems Contact Information: info@publichealth.org Public Health Institute of Oklahoma P.O. Box 60926, Oklahoma City, OK 73146-0926 Public Health Institute of Oklahoma – Resources, news and data to support Oklahoma County Health Improvement Organizations. Goals and Outcomes: The goal of this submission is to provide buffering supports to children and families that increase their ability to form and sustain healthy relationships. Intended outcomes include: - Increased awareness of buffering supports, such as emergency childcare - Increased utilization of emergency childcare by families after a traumatic event - Increased connection to stabilizing supports - Increased family stability - Increased ability to form and sustain healthy relationships Brief Summary: The target population is Oklahoma families with children (ages birth to 8 years old) that have been exposed to a traumatic event. Oklahoma is a state with one of the highest ACE (Adverse Childhood Experiences) scores in the nation. Without buffering supports, families can fall through the cracks and experience compounding adversities that affect the ability of children to form healthy relationships. Connecting families to these buffering supports, such as emergency childcare, allows the children to have a safe place to go while the parents/caregivers/guardians are connected to additional resources, as needed, that stabilize their situation. Public Health Institute of Oklahoma – Resources, news and data to support Oklahoma County Health Improvement Organizations. Previous Next

The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. < Back Respectful Caregiving - OKAEYC Date Submitted: Fall 2023 Contact information: Susan Tabor, okaeyc@gmail.com Focus population: Children, Teachers, Guardians, and Parents Goals and outcomes: This program was not implemented by the Clearinghouse Brief/executive summary of program: Our primary objective is to promote secure and respectful relationships between caregivers and children. Our workshops aim to empower caregivers with the necessary tools to establish a strong foundation for children’s future success. The anticipated outcomes of our program include increased caregiving confidence and a sense of security in their ability to nurture children’s natural abilities and development. To measure the impact of our workshops, we will employ a survey-based approach, conducting both pre- and postworkshop surveys to assess participants' understanding and confidence. The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. This approach serves as a cornerstone for establishing trust and respect between caregivers and infants, fostering an environment where children can pursue their interests and develop at their own unique pace. Previous Next

The C.A.P. Train the Trainer Program is designed to train teachers, childcare professionals, foster care professionals, and lead parents in communities throughout Oklahoma, who will then disseminate the training to their peers and those they serve. < Back Calm Waters Infant Mental Health Grief Support Program Submission Type : Innovative Idea Final Rating : Innovative Idea Date Submitted : Fall 2024 Focus Area : Infant and Early Childhood Mental Health Focus Population : Children, Caregivers, and Parents Contact Information : Abby Dimond abby@calmwaters.org 405-841-4800 Calm Waters Center for Children and Families 501 N Walker Ave Suite 140, OKC, OK 73102 Goals and Outcomes : The over-arching intended outcome of this training is make the C.A.P. Train the Trainer program available throughout Oklahoma. This resource will provide teachers, parents, caregivers, and children with a life- long 'tool box' of practices that can improve personal awareness, self-regulation, relationships, focus, quality of life, vital choices, health, and well-being. A primary goal is to develop and establish a cadre of C.A.P. trainers in several Oklahoma counties- with emphasis on providing training in rural counties with limited resources. This would establish a foundation of trainers and knowledge with the ability to perpetuate continued training through schools, early childhood, and daycare settings. This training will have application for years to come. The developer and selected trainers will provide on-going community support by facilitating monthly 1-hour virtual Zoom meetings to address questions, share answers, and promote collaboration of all individuals trained in the C.A.P. program. The timeline for community support will be determined by the training schedule and needs. The C.A.P. practices taught are 'ageless' and can be applied in most any setting. There is no special equipment required, other than self-awareness and a willingness to apply the techniques taught. Mindfulness practices have long been used and documented to provide mind/body health benefits. Both Trainers and those attending local trainings are encouraged to find and use techniques that best meet their personal and professional preference and situations. A separate C.A.P. Parent and Caregiver Handbook has been written and will be available to Trained Trainers for use in facilitating 1 1/2 hour Parent Training Sessions through PTO's or community organizations. This training is most effective when offered 'in person' due to the 'embodiment' qualities of the practices (learn, practice, see it, feel it). An on-line training course may be an option at some point with some modification to the content. Brief/Executive summary of program: The C.A.P. Train the Trainer Program is designed to train teachers, childcare professionals, foster care professionals, and lead parents in communities throughout Oklahoma, who will then disseminate the training to their peers and those they serve. The training allows for customization of focus and discussion on the stressors that each focus population faces and the impact of their stress responses on the children they are raising and serving. Modifications in the practices of Calm, Aware, and Present are easily modified for teaching children, depending on the age range served. Because young children are keen observers and imitators of the words, behaviors, and actions of their parents, caregivers, and teachers, the practices are easily picked up through exposure to a healthy, and calm environment. The trainings are most effective when introduced in the daycare, head start, pre-K, and kindergarten settings, and to the parents of those children. Specific examples and training in C.A.P. practices can be tailored to all age ranges- birth to early childhood. A detailed 55 page training manual is provided to trained trainers, while an abbreviated training format with a 20 page "Parent and Caregiver Handbook" is provided to parents, caregivers and guardians for easy review and reference. In schools, the training can be formatted to meet Professional Development needs with immediate application of C.A.P. practices for personal stress management, classroom management and effectiveness. The C.A.P. Train the Trainer Program is designed to be delivered in a 1 1/2 day training session regionally throughout Oklahoma, with with participant's demonstration of effective teaching and training of C.A.P. practices and successful completion of a Trainer Competency Assessment. The separate C.A.P. Parent and Caregiver Handbook has been written and can be licensed and available to Trained Trainers and/or their affiliated organizations for use in facilitating the 1 1/2 hour Parent Training Sessions through school PTO's or community organizations. Home - Calm Waters Previous Next

< Back Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2023 Focus Area: Social Emotional Well-Being Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Emily Scott Executive Director (405) 434-5507 escott@autismfoundationok.org PO Box 42133 Oklahoma City, OK 73162 Goals and Outcomes: TOCA Goals: 1. The project aims to enhance the knowledge of childcare providers regarding evidence-based strategies for child development. It seeks to ensure providers are equipped with up-to-date information, research findings, and best practices in the field. 2. The project encourages childcare providers to implement evidence-based strategies in their daily practices. It aims to bridge the gap between knowledge and implementation, equipping providers with practical tools and strategies to create a nurturing and supportive environment for children. 3. By increasing the knowledge and implementation of evidence-based strategies, the project ultimately aims to improve child development outcomes. It seeks to enhance children's social, emotional, cognitive, and physical well-being, ensuring they receive high-quality care and support in their early years. 4. Develop a standardized and comprehensive training program for childcare coaches in Oklahoma to specialize in supporting childcare providers dealing with autism. 5. Increase the knowledge and skills of the trained childcare coaches to effectively assess, plan, and implement strategies that support children with autism in childcare settings. 6. Improve the overall quality of care and inclusivity for children with autism in Oklahoma's childcare facilities. Intended Outcomes: 1. The project intends to raise awareness among childcare providers about the importance and benefits of evidence-based strategies. Providers will gain a deeper understanding of their practices' impact on child development and the long-term benefits of implementing evidence-based approaches. 2. The project aims to equip childcare providers with the knowledge and skills to implement evidencebased strategies effectively. Providers will understand child development comprehensively and acquire practical tools and techniques to support children's growth and development. 3. The project intends to promote the adoption of evidence-based practices by childcare providers. It seeks to inspire and empower providers to implement research-informed strategies in their daily routines, resulting in improved quality of care and positive outcomes for children. 4. The project aims to strengthen support systems for childcare providers through collaborations and partnerships. It seeks to create a network of professionals, experts, and peers who can offer providers ongoing support, guidance, and mentorship, fostering a culture of continuous learning and improvement. 5. The project aims to have a sustainable impact on the childcare sector. By equipping providers with the knowledge and skills to implement evidence-based strategies, the project seeks to create a lasting change in childcare practices. Ongoing support, monitoring, and evaluation will ensure the project's long-term effectiveness and enable necessary adjustments and improvements. 6. Increased availability of trained childcare coaches throughout Oklahoma, ensuring that childcare providers have access to specialized support for children with autism. 7. Measurable improvements in the satisfaction and confidence levels of childcare providers in their ability to support children with autism, resulting in increased retention rates and overall quality of care within childcare facilities By achieving these goals and intended outcomes, the project aspires to elevate childcare providers' knowledge, skills, and practices, ultimately benefiting the well-being and development of children in childcare settings. Brief Summary: Inequities in childcare for children with autism are a significant concern. These inequities can manifest in various ways, including limited access to inclusive childcare options, inadequate training for childcare providers, and financial barriers. One of the primary challenges faced by families of children with autism is the lack of accessible and inclusive childcare services. Many traditional childcare settings may not have the necessary knowledge or resources to support the unique needs of children with autism effectively. Families often struggle to find suitable options for their children, leading to limited choices and potential exclusion from mainstream childcare settings. This lack of accessible and inclusive options can burden families unfairly, as they may need to navigate complex systems and travel long distances to find appropriate care. Furthermore, the training and expertise of childcare providers in understanding and supporting children with autism can be inadequate. Many childcare providers receive minimal or no training on autism-specific strategies and interventions. This knowledge gap can hinder their ability to create an inclusive environment, provide appropriate support, and facilitate the social and emotional development of children with autism. Addressing these inequities requires a multi-faceted approach involving expanding access to inclusive childcare options, increasing training and education for childcare providers on autism-specific strategies, and implementing financial support programs to alleviate the financial burden on families. Collaboration between childcare providers, policymakers, advocacy groups, and families is essential to create a more equitable childcare system that recognizes and supports the unique needs of children with autism and their families. TOCA aims to achieve three primary objectives. Our first goal is to augment the knowledge and awareness of autism among childcare providers. Secondly, we strive to establish a comprehensive training program for childcare coaches across Oklahoma who specialize in supporting childcare providers caring for children with autism. Lastly, we aim to provide personalized coaching to childcare providers, catering to the unique needs of each child or classroom in their endeavors to support children with autism. Through these efforts, we aim to enhance the availability and quality of childcare services, fostering inclusivity for children with autism throughout the state. Autism Foundation of Oklahoma Previous Next

Are you a teacher, childcare provider, parent or policy maker who wants to submit innovative ideas for consideration and further exploration? Review the three pathways below to submit your idea. Submissions Are you a teacher, childcare provider, parent or policy maker who wants to submit innovative ideas for consideration and further exploration? Review the three pathways below to submit your idea. Research Based Submissions Demonstrates strong evidence to support the current need observed. Provides clear connections to existing literature while describing what the proposal will add to the body of research in this field. Describes the intended benefit to the target population achieved through the research. Describes who stakeholders are and how they are involved in the research design throughout the following processes: development, implementation, data collection, evaluation, etc. Demonstrates why the research is valuable and worth sharing with others. Well Supported by Research Demonstrates some evidence to support current need observed although biases or confounding factors may be present. Provides general connections to existing literature. Describes potential benefits to the target population achieved through the research. Identifies some of the stakeholders and their relative involvement in the research design for the following processes: development, implementation, data collection, evaluation, etc. Demonstrates the process to identify and assess any unexpected or unintentional results. Includes description of how the proposal adds to the body of research in the field. Promising Research Describes any existing theories, research, models, etc. that were loosely used to support the current need observed. Little connection is provided to existing literature as well as how the proposal adds to the body of research in the field. Benefits to the targeted population are not fully explored. Few stakeholders are identified and their involvement in the research design is obscured. More information may be needed for the following processes for the research design: development, implementation, data collection, evaluation, etc. Describes a process for identifying lessons learned. Additional Research Needed Practice Based Submissions Describes any existing theories, research, standards/guidelines, models, programs etc. that were used to inform the development of the practice. Describes an evaluation plan appropriate for scope of practice. Including but not limited to: participant selection process, relevant measures, and practical methods for data collection and analysis. Articulates a process for identifying lessons learned. Best Practice Describes any potential biases and/or confounding factors in the evaluation of the practice. Presents evaluation data that demonstrates positive outcomes. Describes how a continuous quality improvement process was implemented and any resulting changes to the practice that were made. Describes a process for identifying or assessing any unexpected or unintentional results. Promising Practice Describes the need observed. Describes the intended benefit to the target population achieved through the practice. Describes who stakeholders are and how they are involved in decision-making throughout the following practice processes: development, implementation, quality improvement etc. Describes why the practice is worth sharing with others. Emerging Practice Rating Rubric This rubric is intended to be a guide to scoring submission form for the OK Clearinghouse. Please read the entire submission before scoring the extent to which the applicant demonstrates the categories. Do not use decimals, use whole numbers. GO TO THE RATING RUBRIC Budget Template This budget template is intended to be a guide for the budget proposal you should include with your project submission. GO TO THE BUDGET TEMPLATE Submission window for round 6 is Aug. 21 to Sept. 8. Focus area is child development. SUBMISSION FORM

This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. < Back Supporting Data-driven Improvements in Early Education Date Submitted: 09/08/2021 Contact Information: Sherri L. Castle Research Faculty and Assistant Director of Research (918) 660-3187 Sherri.castle@ou.edu University of Oklahoma, Early Childhood Education Institute 4502 E 41st St., Tulsa, OK 74135 Rating Category: Additional Research Needed Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Caregivers Goals and Outcomes: This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. The ultimate outcome of this work is to provide every young child in Oklahoma with a high quality early education experience, regardless of income, race, home language, or location. Data collection and feedback will be designed to cultivate classroom practices that support children’s overall well-being in social-emotional, physical, and cognitive domains. Brief Summary of target population and issues/challenges: Despite strong evidence for the necessity of support during the early years, national studies indicate that early education settings experienced by young children prior to school entry are typically mediocre in quality. Prior data collected in the state of Oklahoma reveal similar dismal patterns. This proposal aims to cultivate improved quality in early education by providing data driven coaching to teachers and center/school leaders based on structured observation of classrooms and assessment of the development of young children while enrolled in the program. We propose a rotation in which all DHS-licensed child care programs are engaged in data collection and coaching at least every 3 years. Data will be used to provide feedback at the classroom and program level and also aggregated by program type, region, and other features of interest to determine areas of widespread opportunity to improve EC quality across the state via professional development and/or policy implementation. The Early Childhood Education Institute (ECEI) at OU-Tulsa has a long history of providing data-based feedback to high quality EC programs in their efforts to improve practice and ensure positive outcomes for all children. Researchers at the ECEI bring expertise in numerous observation tools and child assessments that will allow many options for developing a strategy in partnership with OKDHS or other stakeholders to focus on the most crucial aspects of early care and education, including options to focus on particular developmental domains or on needs specific to infants and toddlers; dual language learners; or Black, Indigenous, and children of color. Previous Next

The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention. < Back Reach Out and Read Date Submitted: 09/08/2021 Contact Information: Lori Lake Executive Director, Reach Out and Read OK 615-948-6481 Lori.lake@reachoutandread.org Reach Out and Read 1000 NW 39th Street, Oklahoma City, OK 73118 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Caregivers, Guardians, Medical providers, Parents Goals and Outcomes: The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. The outcomes are as follows: Through partnership with Reach Out and Read, pediatric primary care providers gain a framework for integrating promotion of early literacy and relational health into pediatric care, awareness of the developmental importance of reading and relationships, clinical skills to engage with diverse families, and systems that support comprehensive care. Parents/caregivers are motivated to prioritize reading and other language-rich interactions with their young children as part of their daily routines starting from birth, knowledge of developmentally appropriate and accessible ways to engage with their child, and access to diverse, high-quality books. As a result of increased engagement with their parents/caregivers, children experience nurturing foundational relationships that support improved early childhood social emotional development and long-term health and well-being. Expansion of the Reach Out and Read intervention provides families throughout Oklahoma with protective factors to mitigate the effects of adverse childhood experiences (ACEs). Brief Summary of target population and issues/challenges: According to America's Health Rankings analysis, Oklahoma is the least-healthy state for ACEs, which include economic hardship, parental separation, living with an alcoholic, living with someone who is mentally ill, neighborhood and domestic violence, death of parent, and being treated unfairly due to race. Early experiences have a broad and profound impact on an individual’s development and subsequent emotional, cognitive, social, and biological functioning, and consequently, ACEs result in poor student achievement, discipline issues, and lower high school graduation rates. But the presence of protective factors, especially safe, stable, and nurturing relationships, helps mitigate the consequences of ACEs. Families influence the promotion of protective factors, and our ROR providers teach parents/caregivers about how close, loving relationships support their child’s ability to thrive. Reading, singing, and spending time together is a way to foster fun, purpose, social connection, and the development of individual competencies (problem solving skills, self–regulation, agency). Protective factors help a child feel safe more quickly after experiencing the toxic stress of ACEs and help to neutralize the physical changes that naturally occur during and after trauma. If the child’s protective networks are in good working order, development is strong even in the face of severe adversity. ROR has unparalleled access to young children from birth through age 5 through its integration into pediatric primary care. In Oklahoma, we serve more than 64,000 children. Most of the children we serve come from low-income families, with 70% relying on public health insurance or uninsured. Building upon the unique relationship between parents and doctors, we employ a 3-part model to promote early literacy, empathy, and parental engagement during regular pediatric visits: During well-child visits, medical providers prescribe reading by modeling read aloud strategies while teaching and training the parent about how to share books and why it is important, emphasizing how reading brings families together, assists in building healthy bonds, and establishes routines. Starting at infancy and continuing through the 5-year visit, medical providers give children new developmentally appropriate books. Following their medical provider’s advice, parents read aloud with their children more often and engage them in literacy-rich activities, far extending our program's impact. Previous Next

< Back Outdoor Environment and Classroom Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Kiddie Academy of Edmond edmond@kiddieacademy.net (405) 960-0222 430 E Covell Road, Edmond, OK 73034 Goals and Outcomes: We currently own one acre of nature preserve. We would like to clean up the debris and undergrowth. Our goal is to provide an outdoor learning environment for families, children, and our classrooms. We want to be all inclusive in our environment. We will be accommodating all children and their families. This land is owned and operated by Kiddie Academy of Edmond but will welcome the community. Our classrooms will utilize the outdoor space for educational reasons. We also plan on providing learning opportunities for our families. Brief Summary: This will be an outdoor classroom and learning environment for children, families and staff. Our target population will be any family dynamic, with ages from infant through school age. This environment will provide a safe place for families to interact within nature. Families are able to create and build relationships through an interactive outdoor environment. This outdoor area will provide a healthy environment. The activities will also build on their relationships, creating healthier ways to strengthen relationships. Daycare in Edmond, OK | Kiddie Academy Previous Next

The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). < Back Air Quality in Oklahoma Early Childhood Settings Date Submitted: April 18, 2023 Contact information: Dr. Diane Horm Focus population: Teachers, Children Goals and outcomes: The results of our work will provide information about what is necessary for teachers and ECE centers to use the air systems successfully, the anticipated impact in terms of measured air quality, associated teachers and child outcomes in a number of developmental areas (health/absences for teachers and health/absences and behavior and attention for children), and documented costs. Brief/executive summary of program: The purpose of this project is to investigate the potential of a relatively low-cost and low-burden intervention (use of air disinfection in ECE classrooms) to have the high impact result of improving indoor air quality which should, in turn, improve the health of teachers and the young children in their classrooms. Their improved health should lead to fewer absences by teachers and children and thus enable their full engagement in the ECE classrooms. The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). We will investigate the acceptability of use of these devices in ECE classrooms by teachers and administrators and if the reliable use of air disinfection devices improves the classroom air quality and results in positive impacts on the health of teachers and children (e.g., less absence by children and teachers). Potential impacts on children’s behavior and attention will also be explored. Previous Next

< Back Strengthening Oklahoma’s IEMCH Workforce Submission Type : Practice-Based Final Rating: Best Practice Focus Area : Infant and Early Childhood Mental Health Focus Population : Other Date Submitted : Fall 2024 Contact Information : Sunbeam Family Services grants@SunbeamFamilyServices.org Sunbeam Family Services, Inc. 1100 NW 14th Street, Oklahoma City, OK 73106 Goals and Outcomes : The overall goal of this project is to expand the IECMH Workforce in Oklahoma. The project categorizes the workforce into three main groups: high school students, college students, and current practitioners. High School Students • Awareness and Interest: Increase awareness about careers in IECMH and the importance of early childhood mental health. • Educational Pathways: Provide information on educational pathways and necessary qualifications for careers in IECMH. • Skill Development: Offer introductory information on basic mental health concepts and child development. • Mentorship Opportunity: Establish relationships that connect high school students with professionals in various community-based settings. • Increase IECMH Practitioners: Increase the number of students enrolling in undergraduate degrees related to the IECMH field. College Students • Hands on Experience: Create opportunities for hands-on IECMH experience in various communitybased settings. • Specialized Training/Onboarding: Develop and offer specialized training in IECMH with relevant degree programs (early education, psychology, social work, etc.). • Increase knowledge: Increase knowledge of best practices in the integration of mental health services into early childhood settings among undergraduate and graduate students. • Expand Endorsed Practitioners: Increase the number of Infant and Early Childhood Family Specialist Endorsed practitioners in Oklahoma. Mental Health Practitioners • Expand Endorsed Practitioners: Increase number of individuals pursuing clinical endorsement in IEMCH in Oklahoma. • Increase Reflective Practice: Promote Reflective Supervision and peer support groups to ensure continuous professional development and evolution of practice. • Enhanced Therapeutic Skills: Equip practitioners with Internal Family Systems training to have a framework for working with families with young children. Brief/Executive summary of program : This project will serve individuals currently pursuing or interested in pursuing mental health certifications with a focus on IECMH. It is designed to strengthen the continuum of practitioners able to provide infant mental health support and consultation in community-based settings. To build a strong and diverse workforce, the project will offer various opportunities, including paid internships, financial assistance for endorsements, reflective supervision, and Internal Family Systems training, to a wide range of individuals—from high school students to clinical practitioners. The initiative is aligned with Oklahoma’s Preschool Development Grant (PDG) goals and the values of the Oklahoma Partnership for School Readiness (OPSR), aiming to improve access to high-quality mental health services for children and families. Homepage | Sunbeam Previous Next

< Back Improving Access to Reflective Consultation and I/ECMH Endorsement for Early Childhood Educators Submission Type : Practice-Based Final Rating : Best Practice Focus Area : Infant and Early Childhood Mental Health Focus Population : Children, Teachers, Caregivers Date Submitted : Fall 2024 Contact Information : Audra Haney OK-AIMH ahaney@okaimh.org 405-226-6604 909 E Britton, OKC, OK 73114 Goals and Outcomes : Goals of the Project 1. Increase Access to Reflective Consultation for Early Childhood Educators: The project will provide educators with opportunities to participate in ongoing reflective consultation sessions. These sessions will help educators develop greater self-awareness, empathy, and emotional intelligence, enabling them to better understand their own biases, as well as the diverse needs of the children and families they serve. Through regular reflective consultation, educators will be able to address challenges in real time, improving their ability to manage classroom dynamics, support children's socialemotional development, and foster a sense of belonging for all children. 2. Support Professional Development through I/ECMH Endorsement: The project will offer financial support and resources to help educators pursue I/ECMH Endorsement. This endorsement is a nationally recognized credential that signifies an educator's expertise in promoting the mental health and well-being of young children. I/ECMH Endorsed educators will be equipped with the skills to provide culturally responsive mental health support, ensuring that all children—especially those from historically marginalized communities—receive equitable access to emotional and developmental support. Endorsement will also prepare educators to work more effectively with families, building stronger partnerships that contribute to the overall well-being of the child. 3. Promote Equity, Diversity, Inclusion & Belonging (EDIB) in Early Childhood Settings: The project aims to foster environments where all children feel seen, valued, and included. By providing educators with the tools to reflect on their own practices and biases, the project will help create classrooms that are more equitable and inclusive. Educators will learn how to incorporate culturally responsive practices, address implicit biases, and build strong relationships with children and families from diverse backgrounds. These efforts will contribute to a greater sense of belonging for all children, regardless of race, ethnicity, language, socioeconomic status, or ability. 4. Address Systemic Barriers to Mental Health Support for Marginalized Communities: The project will focus on reducing disparities in access to mental health resources by equipping educators with the knowledge and tools to advocate for children and families who may face systemic barriers. This includes ensuring that families from historically marginalized communities have access to mental health services and support tailored to their unique needs. Educators will be trained to recognize the signs of trauma, developmental delays, and other mental health concerns early on, ensuring that children receive timely, appropriate interventions. Objectives of the Project 1. Improve the Social-Emotional Competence of Early Childhood Educators: Educators will receive ongoing support in reflective practices, enabling them to become more attuned to the emotional needs of the children in their care. This will result in improved classroom environments where children feel emotionally supported and where their social-emotional development is prioritized. 2. Enhance Educators’ Ability to Address Implicit Bias and Promote Equity: Reflective consultation will help educators identify and address their own biases, leading to more equitable treatment of all children. This objective focuses on reducing disparities in how children are disciplined, supported, and engaged in the classroom. Educators will develop strategies for fostering a sense of equity and fairness in their classrooms, ensuring that all children have access to the same opportunities for success. 3. Foster Inclusion and Create Culturally Responsive Classroom Practices: The project will provide educators with tools to create inclusive classroom environments that celebrate and respect the diverse cultural, linguistic, and social backgrounds of the children they serve. Educators will be trained to develop culturally responsive practices that acknowledge and value the unique experiences of each child and family, helping to create a classroom culture where diversity is celebrated. 4. Increase Educators’ Capacity to Support the Mental Health of All Children: Through I/ECMH Endorsement, educators will gain expertise in promoting mental health and emotional well-being in young children. This will include training in recognizing early signs of mental health concerns, such as anxiety, depression, or trauma, and implementing appropriate interventions. Educators will also learn how to engage families in the mental health support process, building collaborative partnerships that ensure children receive holistic care both at home and in the classroom. 5. Build Stronger Family-Teacher Relationships: The project aims to foster stronger partnerships between educators and families by promoting open communication, mutual respect, and cultural sensitivity. Educators will be trained to engage families in meaningful ways, ensuring that they are active participants in their child’s educational and emotional development. By strengthening these relationships, the project will help create a more inclusive and supportive community for children and their families. Anticipated Outcomes 1. Increased Reflective Capacity among Educators: Educators will demonstrate an increased ability to reflect on their own practices, biases, and interactions with children and families. This will result in more thoughtful, intentional approaches to teaching and classroom management, as well as greater emotional attunement to the needs of children. 2. More Equitable and Inclusive Classrooms: Classrooms will become more inclusive and equitable environments, where all children feel valued and supported. Educators will implement culturally responsive practices, reduce disciplinary disparities, and foster a sense of belonging for all children, regardless of their background. 3. Improved Mental Health Outcomes for Children: Children in classrooms with I/ECMH Endorsed educators will experience improved socialemotional development and mental health outcomes. Early identification and intervention for mental health concerns will help prevent more serious issues from developing, ensuring that children receive the support they need to thrive. 4. Stronger Family Engagement and Collaboration: Families will be more engaged and involved in their child’s education and emotional development, leading to stronger partnerships between educators and families. This will create a more supportive and inclusive learning environment for all children. 5. Reduction in Disparities in Access to Mental Health Support: The project will help reduce disparities in access to mental health services for children from marginalized communities. Educators will be better equipped to advocate for children and families, ensuring that they have access to the resources and support they need to thrive. Brief/Executive summary of program : 1. Reflective Consultation (RC): Reflective Consultation is a process in which early childhood professionals, such as educators or caregivers, meet regularly with a trained reflective supervisor or consultant to discuss and reflect on their work with children and families. The focus is on exploring the emotional experiences and professional challenges of the educators themselves, supporting their self-awareness, and improving their ability to respond to the needs of children in an emotionally attuned and effective way. Focus on Self-Reflection: RC centers on the educator's internal emotional and cognitive processes. It encourages educators to think about how their feelings, biases, and experiences influence their work with children and families. Safe Space for Emotional Processing: RC provides a confidential, supportive space for educators to explore their emotions, especially those arising from challenging situations or interactions with children and parents. Exploration of Relationships: The practice emphasizes the relationships between educators, children, and families, helping educators understand the emotional dynamics at play and how they can foster healthier, more supportive relationships. Strengthens Reflective Capacity: RC helps educators develop reflective thinking skills, improving their ability to respond thoughtfully rather than reactively in their interactions with children. Long-Term, Process-Oriented: RC is often conducted over an extended period and focuses on the continuous development of the educator's reflective capacity and professional growth. 2. Infant/Early Childhood Mental Health (I/ECMH) Endorsement®:The I/ECMH Endorsement® is a professional credential that signifies a commitment to supporting the mental health of infants, toddlers, and young children. It acknowledges an educator’s specialized training and experience in promoting children's social-emotional well-being. This project will support educators in completing I/ECMH Endorsement® as a strategy for promoting quality in child care settings. By earning this credential, educators will deepen their knowledge in key areas such as trauma-informed care, family dynamics, and child mental health, leading to better outcomes for the children in their classrooms. OK-AIMH Previous Next

< Back Start Right – Finish Ahead Date Submitted: 09/09/2021 Contact Information: Erin Hines Early Childhood Educator 405-990-6451 Allyou13@gmail.com ThinkTune Inc. 408 Ash NW, Piedmont, OK 73078 Rating Category: Emerging Practice Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrator, Parents Goals and Outcomes: The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. The program is designed to allow for an opportunity of success from a widely disparate group of children with a variety of pathways for learning. The suggested interaction between the children and their guide, (be it parents, teachers, home school leaders) are designed to use musical experiences for groups and individual children to help unify their concept formation. Therefore, it allows for an opportunity toward success from a widely disparate group perspective. It can help build confidence and care for learners who might not fit the norm. The name of our program is All Aboard, the Music and Math Connection and Ally Dog Depot! (AAMMC/ADD) Now, more than ever, we know that families are struggling to keep the learning going in their homes. Our program has shown success in helping aid and developing a love of learning for all. Music can provide opportunities to impact behavior and strengthen learning by diving deeper into many topics including music concepts, movement, math, language and social/ emotional skills. Research and student observation show the power of engagement provided by interaction with music as it develops success in learning. Our research has shown amazing outcomes in learning what could be considered the “hard” subjects. The All Aboard’s success speaks for itself as the program has been successful with approximately 17,000 students, over 10 years in the mid-United States. Brief Summary: To summarize our submission please see the bulleted list below: A complete program ready for teacher or any leader who desires to share songs and fun with children ages 3-5. These materials have been developed since the late 1990’s. All necessary classroom materials such as “Floor Graph,” recorded musical examples, teachers’ materials and detailed lesson plans, ongoing narrative and much more. Supportive, independent research that displays success in multiple early childhood settings. The studies, conducted by independent scholars with individual equity, the focus on helping each child as they participate with their comfort and knowledge level. Fun Character Cards that introduce new characters as the story progresses. Each character demonstrates the fun of knowing their particular concept. Then, the recorded music helps extend the memory of the child as well as building their individual comfort level with concepts. All copyrighted materials are owned by the applicants who are native Oklahomans who live and work in Oklahoma. Considerable materials are presented in our Appendixes for close familiarity with the flavor, as our materials demonstrate what the children refer to as real characters that they visit daily. We intend to continue our teacher/child hotline where they can easily reach one of the authors for questions or comments. In the past, we’ve had wonderful response to this feature and our ongoing teacher training. The initial and ongoing teacher training will be available online. Our target population is early childhood caregivers and families. Our program promotes and supports early childhood caregivers and families with meaningfully fun activities that help support their social emotional wellbeing, the child’s development, and encourages strong and healthy homes and relationships. Previous Next

We are here to help. Fill out the contact form and we will get back to you as soon as we can. Questions? We are here to help. Fill out the contact form below and we will get back to you as soon as we can. SUBSCRIBE Thanks for subscribing! First name Last name Phone number Short description of issue/question SUBMIT Thanks for submitting!

< Back Outdoor Education at St. Luke's Children's Center (Downtown) Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers Contact Information: Mandi Coleman St. Luke’s Children’s Center Director (405) 232-2391 mcoleman@stlukesokc.org St. Luke’s Children’s Center 222 NW 15th St., Oklahoma City, OK 73103 Goals and Outcomes: The downtown St. Luke’s Children’s Center seeks to cultivate a fully functioning outdoor classroom for the organization’s three outdoor spaces; these areas would provide infants, toddlers, and children up to 10 years of age access to equipment that would be developmentally appropriate for all ages. Installed equipment would consist of an art area, dramatic play area, seating/gathering area, natural dirt exploration area, planting (rolling live garden), sensory exploration area, swings, gross motor climbing toys, storage areas and an added water source. These structures would provide outside education or environmental education extension that would enhance active play, loose parts play, encourage connection to nature and the environment, assist in the development of cause and effect thinking along with interpersonal activities, social emotional regulation, and support of holistic development for children and teachers. The downtown St. Luke’s Children’s Center playgrounds were replaced in 2015; at that time, the leadership team was intentional about modernizing the equipment, upgrading safety, and creating a fun and engaging play space. However, while the playground provides safe equipment that promotes active play, the next step is to improve upon what is already in place by adding more outdoor education components that encourage curiosity, reasoning, peer engagement and the use of motor skills. For instance, the installation of a garden will give our teachers the opportunity to engage children in the plant to produce process, giving young minds access to cause and effect thinking regarding the growing and cultivation process. The outdoor classroom will provide gross and fine motor skills development opportunities and provide a variety of culturally diverse foods; enabling our instructors to expand their curriculum. The proposed equipment would be added along with a curriculum aid, from Kaplan, Rainbow Fleet Resource and Referral and community partnership with Oklahoma City University professors that would aid teachers in acquiring and utilizing a broader spectrum of resources for holistic and child driven experiences. The goals for our outdoor environmental education classroom will be that children will engage in direct interaction with the outdoors after installation and construction. After installation and training, teachers will work to foster engagement in learning though difference environmental elements, promote active play and healthy lifestyle, stimulate gross and fine motor development during daily time spent in the proposed space. Teachers will utilize the garden within the first growing year, to expose children to new foods and produce process. Children will assist in leading group projects that use the outdoor environmental learning space. During these times teachers will introduce self-awareness and regulation strategies, along with selfconfidence boosting activities within the first year of use after installation. During the first three years, currently employed teachers will attend training both locally and online to support the use and development of these goals. Teachers that are newly hired will attend the training within 90 days of hire. Brief Summary: Outdoor play is critical to child development from birth. Connecting to the world outside is imperative to the development of motor skills, self-confidence and curiosity. Access to playground equipment to engages children helps spark creativity and increases dopamine in the brain through physical activity and imagination. An outdoor classroom will allow St. Luke's to offer more opportunities for children to explore the natural environment around them while learning key concepts about food sources through an outdoor rolling garden. Time spent outdoors and away from screens is key to early childhood development and sets young minds and bodies up for a healthier life from the beginning. The outdoor classroom is targeted at children enrolled in the children's center ages 1-10. Training and materials for utilizing the outdoor classroom equipment will be provided for teachers. It is our hope that by installing this equipment, we can provide additional tools for teachers that will help children use their energy in a constructive and healthy manner while adding opportunities for learning! St. Luke’s Children’s Center – St. Luke's Previous Next

Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. < Back Conscious Discipline Date Submitted: 09/07/2021 Contact Information: Sarah England Grants Director 405-609-8994 SEngland@SunbeamFamilyServices.org Sunbeam Family Services, Inc. 1100 NW 14th Street, Oklahoma City, OK 73106 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: Conscious Discipline is an evidence-based, trauma-responsive, adult-first approach to self-regulation. It integrates social and emotional learning, equitable school culture, theory and application, and research and brain-based discipline practices in a single methodology, providing a pathway to resiliency and creating systemic and sustainable change. For more than 25 years as an SEL leader, our company’s vision has been to create “an interconnected world of conscious adults capable of responding instead of reacting to conflict, creating safe homes, safe schools and a safe planet.” Conscious Discipline affects this change by requiring adults to examine their social-emotional aptitudes and mental models so they can address or acquire missing, ineffective or weak skillsets. With this upgraded SEL toolbox, adults are then able to teach healthy SEL skills to the children in their care through both lessons and day-to-day interactions. Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. They then infuse SEL into all aspects of classroom management, instructional practices and school culture, and utilize everyday life and conflicts as their core SEL curriculum rather than relying on separate lessons. The social world of the school becomes the core curriculum. In most schools, the socialization process is unconscious— a “Do as I say, not as I do” approach. A common example of this is a school that verbally promotes inclusion while simultaneously relying on reward and punishment systems that inherently support an exclusionary, better than/less than culture. Another common example would be teaching a boxed lesson about respecting others while using a “green to red” card system that relies on fear and humiliation as a discipline strategy. The goal of Conscious Discipline is to make the cultural socialization of the school conscious, healthy, and in alignment with the vision and mission of the school’s stakeholders. In short, Conscious Discipline empowers teachers to create a conscious “Do as I do” environment in which children can experience the physical, social and emotional safety and connection necessary for them to learn, explore and grow to reach their fullest potential. Brief Summary of target population and issues/challenges: Throughout its 25 years as an SEL leader, Conscious Discipline has been rooted in neuroscience, trauma-responsive interventions and an inclusive culture of learning. It utilizes a hierarchical brain state model to increase understanding; is built on the metaphor of a healthy family instead of a factory; and creates an equitable lens and systems that ensure the optimal development and achievement of all. Conscious Discipline serves infant through elementary aged children. It is suited to any agency or individual that wants to create transformational change by integrating the following initiatives into one comprehensive program: Social and emotional learning (adults and children) Equitable school culture (adults and children) Brain-based discipline strategies embedded in neuroscience Trauma informed and trauma responsive care (adults and children) The goal of Conscious Discipline is for adults and children to become disciplined enough to set and achieve goals, conscious enough to know when they’re off track, and willing enough to return to a path of highest potential for themselves and others. To achieve this goal, adults must learn to regulate our thoughts, feelings and behaviors in order to model and teach this process for children. Most of us spend more time thinking about others’ thoughts, feels and actions than our own. We expend more energy trying to control others than we do regulating ourselves. By working with adults first and children second, the above four initiatives merge into one sustainable whole as we learn the fundamental skills and growth mindsets needed to create and maintain healthy relationships. One of the greatest challenges educators face is how to create healthy relationships with relationship-resistant or reluctant learners. Without a felt sense of safety and belonging, children will act out their inner pain on themselves or others. Disruptive and dangerous behaviors are common, while learning is impossible for them and impeded for others. The human brain is a social brain. Adults’ and children’s brain are always unconsciously asking, “Am I safe?” and/or “Am I loved (do I belong)?” Once we create a learning environment in which all members can answer “yes” to these questions, then and only then, can the brain consciously ask, “What can I learn?” Visit ConsciousDiscipline.com to learn more or to bring Conscious Discipline to your school or agency. Previous Next

< Back Child Care Director Training with the National Administrators Credential (NAC) Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Teachers, Owners, Administrators Contact Information: Oklahoma Child Care Association Oklahoma Child Care Association | Professionals Serving Professionals P.O. Box 2485 Oklahoma City, OK 73102 Goals and Outcomes: OCCA aims to provide scholarships for the National Administrator Credential for early childhood education program directors and administrators in Oklahoma. The National Administrator Credential or NAC credential course was developed for center directors, emerging leaders and childcare professionals. NAC is a comprehensive, forty-five hour course conducted online, and is awarded for demonstrated mastery of child care administration skills. By promoting the NAC credential, we hope to increase quality in the delivery of care in all home and center settings. The NAC credential serves as an approved component to meet the Oklahoma Director’s Credential for those providers who are seeking to meet the requirements for director of a childcare center or home program as defined by OKDHS. NAC is also designated as a contributing element in the newly revised Quality Rating and Improvement System in OKDHS’ Reaching for the Stars program and can factor into a program’s ability to increase its OKDHS Star level. By providing scholarships for the NAC, we can alleviate some of the expense that is necessary for increasing a program’s Star rating, which in turn, increase the level of quality of the program. NAC scholarships will also provide much needed support to the workforce as more providers obtain their Oklahoma Director’s Credential. The objective of the OCCA is to train and support 100 childcare providers across the State of Oklahoma to obtain the National Administrator Credential over a 2 year period. The NAC course offers childcare and education directors and administrators forty-five (45) hours of high quality, relevant education. • Candidates complete real-world projects and relevant reading assignments. • Each candidate has 180 days (6 months) to complete this 45 hour program. The course is self paced, and the candidate may work through the course as speedily or leisurely as they wish. The course is designed with flexibility in mind, but cannot be completed within 10 days. • Assignments are graded by a live instructor who will work with you to ensure success. The instructor endeavors to have all assignments graded within 24 hours during the week. Brief Summary: Director qualifications are a vital part of every early childhood program. A director is responsible for all aspects of the daily activities their center or homes’ program which include the supervision and leadership of staff with the caring and teaching of children. Directors typically supervise and direct staff, prepare budgets, develop educational programs, and oversee regulatory requirements of their program. A director often assists staff in solving conflicts between children and helps them communicate with parents and other staff. A director ensures their center’s facilities are maintained, clean, and foster a welcoming and nurturing environment. Some programs receive state and federal funding and directors must ensure all state and federal guidelines are met. A childcare director should be skilled in business, communication, organizational, leadership, and have interpersonal skills. All of which translates to a higher quality early childhood setting that encourages healthy child development and growth. National Administrator Credential (NAC) is a national childcare administrator credential that aims to provide comprehensive management training for early childhood practitioners. The NAC is NECPA’s flagship director credential course with a long and rich history in the U.S. and beyond. It is recognized in all fifty states, by accrediting bodies and quality rating systems, and is accepted as a direct component for director credentials in the following states: Alaska, Arizona, Iowa, Florida, Georgia, Louisiana, Maryland, New Mexico, Michigan, Oklahoma, Utah, Texas, and Virginia. The NAC is recognized as a mark of excellence that designates professionals who have demonstrated the knowledge that is essential for managing a childcare program. Oklahoma National Administrator Credential - NECPA Previous Next

< Back Early Learning Matters – Curriculum Program for Early Childhood Classrooms Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers Contact Information: Rachel Proper Board Member/Secretary Oklahoma Child Care Association (405) 942-0771 Oklahoma Child Care Association Oklahoma Child Care Association | Professionals Serving Professionals P.O. Box 2485 Oklahoma City, OK 73102 Goals and Outcomes: The purpose of this submission is to provide a high quality, research -based curriculum for early childhood providers in Oklahoma at little to no cost. Obtaining a research-based curriculum is difficult for many providers. Cost for quality curriculum is the primary barrier, followed by low access to technical support and training. Traditionally high turnover for staff also creates a barrier and disrupts implementation, which can lead to further costs. Most childcare providers resort to “home-grown” or “self-developed” lesson plans and curriculum. These lesson plans tend to draw from the knowledge and expertise of the provider but are not gauged on their impact or effectiveness. The ELM curriculum provides a solution to many of these challenges by providing the curriculum at no cost to the provider (yes…it is free!) along with the resource guides and training components needed to support implementation. The Oklahoma Child Care Association (OCCA) and Sunbeam Family Services, with support from Purdue University Department of Human Development and Family Studies, will promote the ELM curriculum to early childhood providers in Oklahoma and support implementation of the curriculum to any provider who would like to use ELM in their program. Included within the ELM Curriculum are classroom resources, family engagement resources, staff training resources and observations tools. Classroom Resources: Fully-developed, flexible activity plans support children’s engagement in learning across the entire year. Each activity plan includes: a model of high-quality use of the plan; scaffolding tips for providing extra support or enrichment to children; a related center (interest area) activity; and ways to adapt the plan in family childcare. Plans for infants and toddlers also include “What to Look For” guidance in responding to children’s experiences. In addition to comprehensive activity plans, ELM’s classroom resources include: planning forms for adapting activity plans and supporting individual children; printable classroom materials and lists of materials used in each set of activities; Guides for Observing and Individualizing that help staff observe and plan follow-up supports focused on foundation skills promoted by ELM; and an ELM Snapshot of Child Progress for summarizing observations and results of progress assessments. Family Engagement Resources: Supports for engaging families include: What Children Will Learn This Week (for preschool), a list of skills and classroom activities emphasized in a given week; Readiness Starts Early, a set of parenting tips that families can use to reinforce and extend their child’s classroom learning; and examples of portfolio entries that describe a child’s progress in important developmental areas. Staff Training Resources: User Guides for infant/toddler and preschool versions of the curriculum describe each of the developmental areas promoted by the curriculum; summarize research evidence on best practices used in the curriculum; include a chart of the sequence of foundation skills throughout the year; offer guidance on planning the daily schedule and using activity plans, including transition activities; and provide suggestions for promoting a developmental area beyond the activity plans. Staff also have access to six online training lessons focused on specific aspects of the curriculum, such as how to individualize children’s experiences. Three lessons are for training & curriculum specialists and managers, and three lessons are for direct care staff. The trainings span infant/toddler and preschool ages. Observation Checklists: ELM Activity Observation Checklists help trainers and managers identify strengths and opportunities for growth in a classroom’s use of ELM. There are separate checklists for infant/toddler and preschool classrooms. ELM's clear, easy to understand format makes it well designed for implementation across variety of early childhood settings. To implement, providers must: 1. Access the Early Learning Matters website 2. Review the “Getting Started” Video 3. Read the ELM Curriculum User Guide for desired age group a. Birth to 36mos b. 3-5 years 4. Review ELM Training Lessons (3 lessons for each group) a. Training for Curriculum Specialists and Managers b. Training for Direct Care Staff 5. Access Activity Plans and Resources 6. Begin Implementation OCCA and Sunbeam believe that promoting ELM Curriculum across the State will increase provider access to high-quality, research-based curriculum that fits their needs and is flexible enough to adapt as program parameters, such as staff turnover, change. ELM offers a well-balanced, economical way to directly improve the learning environments for many of Oklahoma’s children. A central, coordinated effort to promote ELM to interested providers would help providers in many ways. Our goals: • Coordinate Purdue “train the trainer” series to establish a network of ELM trainers in Oklahoma • Facilitate marketing campaign to inform, promote and recruit providers across the State. • Train and provide initial curriculum materials to participating programs • Provide supporting classroom materials and technical assistance for implementation • Survey participating programs to determine implementation progress • Provide implementation supports for a 2-year period Our intended outcomes: • Providers will gain access to Early Learning Matters Curriculum • Providers will be supported in implementation • Children in participating programs will participate in high quality, research-based curriculum • Parents will participate in children’s learning outside of the classroom • Providers will become self-sufficient and empowered to perform curriculum on an on-going basis Brief Summary: Curriculum in an early childhood setting is the content and concepts which children learn as they go about their day. It is vital to a child’s learning experience as it supports and strengthens their learning and development. As described by the National Association of the Education of Young Children (NAEYC), curriculum that draws on research, assists teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge and skills through the effective use of time and materials and (b) offers opportunities for children to learn through play and through structured activities, individually and in groups, according to their developmental needs and interests. The Early Learning Matters Curriculum, or ELM, is a comprehensive, evidence-informed program that supports optimal learning and development of children from birth to five years of age. The curriculum promotes skills linked to school readiness and life success with developmentally appropriate teaching strategies and a coordinated mix of staff-guided and child-initiated learning experiences. ELM was developed by a team of early childhood experts, led by Distinguished Professor Douglas Powell, at Purdue University’s Department of Human Development and Family Studies. ELM was created for the Department of Defense Child Development Program, as part of the DoD-USDA Partnership for Military Families. The ELM Curriculum is available for use by any program of early care and education. The curriculum is available free of charge at www.virtuallabschool.org/elm-curriculum . Previous Next