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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

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 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 Addressing Developmental Needs of Children through Expansion of Infant & Early Childhood Mental Health Consultation to Early Care and Education Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Oklahoma State Department of Health/Oklahoma Warmline 123 Robert S. Kerr Ave., Suite 1702 Oklahoma City, OK 73102-6406 Oklahoma State Department of Health (340) Goals and Outcomes: As a Prevention strategy, the goal of Infant and Early Childhood Mental Health is to support the development of infants and young children through strengthening the responsive capacity of their caregivers and promoting safe, stable, nurturing environments. The project includes measures of both systems level and program level outcomes to include the following: Systems Outcomes: Increase the number of children who receive preventative mental health care in Early Care and Education Programs (Healthy People 2030) The Consultant Mentors will provide mental health promotion and prevention supports to 120 programs annually, affecting a potential 6,000 children in rural/suburban Oklahoma Communities who will receive mental health supports in their educational settings. The regional mentor consultants hired through the project will support 30 fee for service mental health consultants in their training and implementation of IECMHC annually expanding the reach of consultation to an additional 300 Early Care and Education programs and approximately 15,000 additional children who will receive mental health supports in an educational setting. Increase the number of trained mental health consultants participating in the Oklahoma I-ECMHC Network The I-ECMHC will increase capacity by 90% of current I-ECMHC network capacity. Increase accessibility of I-ECMHC within rural regions of Oklahoma 75% of added capacity in the I-ECMHC network will be in rural and suburban regions of Oklahoma Improve supports for children at high risk for developmental delay (ex: Children in Child Welfare) through provision of I-ECMC to their Early Care and Education Programs Program Outcomes: Increase the use of developmental screening within Early Care and Education Settings 80% of programs receiving I-ECMHC report use of developmental screening in their setting Decrease the use of expulsion practices by Early Care and Education programs in Oklahoma Measured by report of retention of identified children within request for I-ECMHC Improve the mental health climate of ECE programs who access I-ECMHC that supports optimal child development Measured by mental health climate assessment tools administered pre and post service. Increase use of trauma informed practices by Early Care and Education Programs Increase change in knowledge and practice measured by administration of director survey pre and post service Provider Outcomes: Improve provider knowledge, attitudes, and behaviors that align with best practices that foster child wellbeing The program will provide outreach and training on supporting children who have experienced ACES to 200 Early Care and Education providers/teachers annually in Oklahoma by offering monthly trainings events to support use of trauma informed care. Increase caregiver competence in addressing classroom challenges using developmentally appropriate strategies while decreasing the use of harsh or punitive discipline practices Change measured by Provider survey and consultant observation of provider practices pre and post service Reduce provider report of burn-out Change measured by provider self-report post service survey Child Outcomes: Increase the proportion of children with developmental delays who get intervention services by age four (Healthy People 2030) 100% of Children in programs receiving I-ECMHC Identified with potential developmental delay receive a referral to Soonerstart Child Find efforts through I-ECMHC will increase the percentage of children in Oklahoma receiving Early Intervention Part B and C services (Soonerstart and Special Education Part B annual Report Data) Improve child developmental outcomes by increasing social emotional competence of children enrolled in Early Care and Education Programs Change measured by implementation of developmental screening/assessments of child-specific I-ECMHC referrals Brief Summary: I-ECMHC is grounded in a theory of change that is emphasizes a systems approach that includes multiple levels of influence on a child’s development and well-being. Working with Directors, teachers, and families are essential to the I-ECMHC approach. The emotional climate of a classroom is a function of how well the teachers are able to work together, their own interaction styles and their emotional availability; this in turn has a direct impact on the capacity of young children to learn and develop in their classroom. This project proposes to expand accessibility of I-ECMHC to licensed ECE programs in Oklahoma and provide much-needed infrastructure to support program fidelity to achieve expected outcomes around program quality, teacher confidence, teacher burnout, child development, and reduction of the use of more punitive discipline practices including expulsion. There is a body of research that demonstrates that suspensions and expulsions are not only ineffective, but also harmful for our youngest students (OSSE, 2013). Furthermore, the pattern of out-of-school punishments demonstrates a clear and unacceptable gender and racial disparity, with young boys of color suspended and expelled at vastly disproportionate rates (OCR, 2014). In addition, children who have a disability or a developmental delay are often subject to exclusionary practices and harsh discipline, undermining the program’s goal of supporting development. IECMHC includes work around equity and inclusion to examine biases and support providers in changing practice ( www.iecmhc.org ). This project proposes expanding I-ECMHC through a blend of full-time regional consultants and a fee-for-service service delivery structure that is tied to centralized training hubs to assure Oklahoma meets training requirements of consultants outlined by the Center for Excellence in IECMHC and implements the program model in a consistent and effective way. The full-time regional positions will serve as mentors and anchors for the program in the area stabilizing accessibility to ECE programs who have struggled to access the service in the past. These positions will support fee-forservice consultants in community settings who provide consultation part-time as one of the duties of their job. The program Network will coordinate through the Oklahoma Warmline who will serve as the access point for licensed child care programs to request I-ECMHC in their classrooms. OK Warmline 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

The Clearinghouse focuses on all early childhood care and education services, no matter the setting. Our approach is inclusive and comprehensive to encompass center-based care, home-based care, family, friend and neighbor care, as well as programs like Head Start, Pre-K and school-aged care. Our Approach The Clearinghouse focuses on all early childhood care and education services, no matter the setting. Our comprehensive approach encompasses center-based care, home-based care, family, friend and neighbor care, as well as programs like Head Start, Pre-K and school-aged care. The approach allows the Clearinghouse to be positioned as an invaluable resource for identifying programs that can be advanced through Clearinghouse Implementation Grants and/or funding from other sources such as the Preschool Development Grant Birth through Five. By blending and braiding funding sources, OPSR has been able to extend the reach of previous Clearinghouse projects such as Reach Out & Read and Al's Pals training across the state to improve outcomes for even more children. 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 STILL NOT SURE ABOUT US? FREQUENTLY ASKED QUESTIONS

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 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 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

< 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 Rainbow Fleet Quality Enhancement Initiative Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Fall 2021 Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Quisha Beardsley Executive Director 405-525-3111 Rainbow Fleet Child Care Resource & Referral 1105 NW 45th St, Oklahoma City, OK 73118 Goals and Outcomes: The Rainbow Fleet Family Child Care Quality Enhancement Initiative (QEI) is a comprehensive training and technical assistance initiative that seeks to improve the quality of early care and education in Family Child Care Homes (FCCH) in Oklahoma County. This goal aligns with our mission to enhance the quality of life for children, families, and child care providers. Oklahoma currently has a quality driven initiative referred to as Reaching for the Stars and child care providers have the opportunity to be categorized in one of four star levels of quality based on specific criteria. A 1-star facility meets the basic licensing requirements. A 1-star+ facility is working on the criteria to be awarded a 2-star rating. A 2-star facility offers: teachers who have received formal education and additional training in child development; arranges space for a variety of activities including block building, dramatic play, art areas, and ready to children; weekly lesson plans, which promotes cognitive, social and emotional development for each child interaction with parents through planned activities; and program evaluation and goal setting. A 3-star facility is nationally accredited in addition to meeting 2-star quality requirements. Therefore, providing hands-on training, practical application and mentoring to move facilities to a high stars ranking benefits the children, families, and child care providers themselves. To quote an anecdote from a study entitled the Cost, Quality and Outcomes study of Child Care Centers (Family Child Care Homes), "Children attending high quality child care perform better in math and language, and get along better with other children. These advantages continue in school." The intended outcome for the QEI and the programs we will support is to increase the "best practices" among FCCHs. The way this is achieved is through the process of improving their stars level and/or their accreditation. Achievement of either scenario requires the program to self-reflect and make effective changes accordingly, with much consideration given to the needs of the children, their families and the FCCH provider themselves. Within achieving accreditation, the benefit affects everyone. The children are better cared for and have developmentally appropriate settings and materials with a provider who now has a greater understanding of meeting the needs of children of all ages. Brief Summary: The FCCH provider is expected to and should know and understand their children and families and the impact they have on a child's social-emotional and cognitive well-being. As such, QEI will support the child care provider to be well-trained and encouraged to achieve additional education. These best practices will hold the provider accountable for short and long term goals, with the expectation that a "team" approach will prepare children and families for future successes. A QEI Specialist will provide and/or facilitate the FCCHs' intensive, on-going support that includes training, technical assistance, and funds/resources to improve and maintain the quality of care and education that young children and families receive. Previous Next

< Back Infant and Early Childhood Mental Health Services for Northwest Oklahoma Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers, Caregivers, Guardians, Administrators, Parents Contact Information: Carol Stocking Infant and Early Childhood Mental Health Consultant (580) 808-2010 cstocking@wpyfs.org Western Plains Youth and Family Services 202639 E. Co Rd 42, Woodward, OK 73801 Goals and Outcomes: Western Plains Youth and Family Services proposes that evidenced based trained Infant and Early Childhood Mental Health Consults will be provided to Early Childhood Centers, HeadStarts, Schools and Daycare facilities. In addition to supporting the education and childcare centers, the IEMHC will also provide helpful and imperative services to the child welfare system by supporting foster families or helping to maintain the family unit. The IEMHC has developed an eclectic approach to care and coordination of services. We provide services that address the following areas of concern: • Child behavior & social emotional issues • Supporting children and families during the COVID-19 crisis • Teacher, Director, support staff & Parent support • Aid in managing classroom issues. • General stress and coping strategies • And other concerns related to caring for young children. In addition to offering the above listed services, it is the intent to also provide professional development to teachers and other early childhood professional by Western Plains Youth and Family team members trained in IECMH. Topics of such professional development trainings include issues of temperament, attachment and relationships, positive interaction and classroom behavior, school readiness, social and emotional disorders, supporting families, behavioral regulation, and identification of services needed. We will also implement the evidence-based training of Circle of Security to help foster and strengthen family connections and positive relationships. Currently Western Plains Youth and Family Services has two trained Mental Health Consultants who are Licensed Therapist. These two individuals have experience in providing MHC services to Headstarts in Woodward and surrounding areas. One of the individuals is a Registered Play Therapist who is also trained in Child-Parent Psychotherapy and the other therapist is working towards Play Therapy training as well. Both are trained in the DC 0-5, Circle of Security and both plan on becoming IECMH specialist. We have also collaborated with several Universities, including Northwestern Oklahoma State University, in promoting IECMH specialist through practicum/internship placements. IECMH consultants are also supported by Amy Chlouber with Sunbeam Services as a Reflective Consultant for IECMH services. Brief Summary: Western Plains Youth and Family Services is writing this letter to propose a solution to a recurring problem in the early childcare centers such as the Early Education Center, Headstarts, Schools and Daycares in Woodward and surrounding counties. The recurring problem is that more and more children are experiencing traumatic events at earlier age. The experiences/events have negatively impacted almost every aspect of life for young children. The educational system, childcare system as well as early Child Welfare system often struggle with supporting children and families with appropriate resources that empowers resiliency and strong relationships. The intent of this proposal is to offer evidenced based interventions and resources that supports educators, childcare professionals, Child Welfare professionals and families that are involved with the child every day. The intent of this proposal is to continue and expand this effective program with the goal of strengthening families, preventing DHS involvement/family disruption, monitoring program effectiveness, maintaining school placement and building resiliency in young children. Western Plains Youth & Family Services Previous Next

< Back Healthy Bodies, Healthy Minds Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents Contact Information: Quisha Beardsley Executive Director 405-525-3111 Rainbow Fleet Child Care Resource & Referral 1105 NW 45th St, Oklahoma City, OK 73118 HOME - Rainbow Fleet Child Care Resource and Referral Goals and Outcomes: Rainbow Fleet Family Child Care Healthy Bodies, Healthy Minds program intends to improve the quality of life, especially for children receiving childcare subsidies. Through our intention to serve families, our goal is to partner with providers, parents and children to remove barriers so that every child has a greater understanding of nutrition and physical activity. By enhancing access to nutritional foods and comprehensive training we expect obesity and tobacco use rates to decline. We will serve a total of 216 Family Child Care Homes, with a direct impact on approximately 1,712 children, not to mention the residual impact of additional family members. We will collect pre-program data and post-program data from each participating location and have scores to compare for each site. We will also have a selfassessment/evaluation for each program to complete at the end of their participation. This will allow us to measure and track the impact of increased physical activity, nutritious foods, self-regulation and coping, and the number of children attending well child visits with a trusted Pediatrician. We seek to increase the number of tobacco-free childcare homes by providing training and education to providers and parents. This will be accomplished by enhancing the nutrition of the foods served, prepared, and grown at the child-care home. Tobacco-free environments are important to eliminate secondhand smoke, e-cigarette aerosol, and reduce thirdhand smoke for children. Additionally, it reduces tobacco related disease and death and motivates smokers to quit. This has a profound opportunity to reduce tobacco use initiation among youth. In modeling our approach after Tobacco Free Wichita and their success through “Clean Air, Child Care” we intend to partner with the City of Oklahoma City to launch this initiative. Providing opportunities for public recognition of the childcare homes committed to the long-term health of our community will aide in garnering support and participation in the program. Brief Summary: Our target audience is Family Child Care Homes (FCCH) in Oklahoma county, with particular attention to zip code 73111. According to the Oklahoma State Department of Healthy Vital Records from 2013-2015, there’s an 18-year gap in life expectancy across different city zip codes. We strongly believe that by addressing access, training, and services to nutrition and physical activity in childcare homes, we can begin to address the 18-year gap in life expectancy. Rainbow Fleet will recruit 72 FCCH’s to participate in the program annually for a period of three years. With a starting point in zip code area 73111, we will branch out to all surrounding areas in Oklahoma County until we reach a total of 216 Family Child Care Homes at the conclusion of three years. There are currently 301 family childcare homes in Oklahoma County. This 3-year program would impact approximately 1,712 children and 216 providers, not to mention the residual impact of additional family members. Health issues facing the targeted demographics are chronic lower respiratory disease, heart disease, obesity, adverse childhood experiences, increased levels of smoking among high schoolers, lack of physical activity, and an absence of routine checkups with a primary care physician. (Oklahoma State Department of Health, State of the State’s Health Report, 2/26/2019) Through our targeted efforts we will be able to provide resources and intensive training to address increased physical activity, nutritious meals, and attempt to connect them with a local pediatrician for routine well-care visits. Healthy Bodies, Healthy Minds: Nutrition Workshops for Teachers | SNAP-Ed Previous Next

Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. Get To Know Us 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 LET'S GO Executive Council 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. Outcome and Research Committee Purpose: To prioritize outcomes and recommend research-informed practices and practice-informed research that meet the needs of the early childhood system. 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. Process and Implementation Committee Purpose: To determine a process and workflow for evaluating & implementing research-informed practice and practice-informed research that meet the needs of the early childhood system. 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. Still unsure about us? Learn more: FREQUENTLY ASKED QUESTIONS

< 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

Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. < Back Early Birds for Child Care Professionals, Smart Start Central Oklahoma Date Submitted: 09/08/2021 Contact Information: Sandy Cotton Executive Director 405-286-2734 scotton@smartstartokc.org Smart Start Central Oklahoma PO Box 21505 Oklahoma City, OK 73156 Rating Category: Innovative Idea Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents Goals and Outcomes: Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. We work to advance this goal through our mission to equip parents and caregivers to serve as a child’s first and most influential teacher. The focus of our programming is to boost school-readiness skills of children under five. Our clearinghouse submission has three intended outcomes. First, we will get more quality learning materials in the hands of more children. Kids learn by doing, and the quality of toys available to them matter. Second, we will enhance the quality of childcare available to families by training providers in our Early Birds educational program. Third, we will improve the school readiness of children under 5 in the state of Oklahoma. Smart Start’s Early Birds program effectively prepares children for school. In fact, 93% of children enrolled in Oklahoma City Public Schools that had a parent attend just one Early Birds class achieved kindergarten benchmarks compared with peers that did not have a parent enrolled in Early Birds. We believe our program can boost the school readiness of children throughout our state. Brief Summary: There is a strong connection between early childhood experiences and the level of success that the child achieves later in life. A child who enters school without a strong foundation runs a significant risk of starting and staying behind. Investment in the early years saves money in the future and strengthens our community’s future economic position. When kids enter school ready to learn, it reduces remediation costs, teen pregnancy, and job training costs, public assistance, and crime rates. In contrast, school readiness increases graduation rates, workforce readiness, job productivity, community engagement, and lifetime income. This grant will provide Early Birds training and learning materials for child care providers, who can then opt to provide the program to the families in their centers. Early Birds builds on parents and caregivers’ existing strengths and arms them with the knowledge and resources they need to ensure their children start school prepared to succeed. Although the majority of Smart Start families are low-income, we do not have program eligibility requirements. We have seen that programs work best when caregivers from diverse backgrounds can come together and share their experiences. This grant provides an opportunity to strengthen the partnership between the childcare providers and the parents and families of the children in their care to help both feel supported and well equipped to support the child’s development. Previous Next

Rooted Together: A Cultural Guide for Families of Indigenous Children is a toolkit designed to help non-Native parents and caregivers raise Indigenous children in a culturally respectful and supportive environment. < Back Rooted Together: A Cultural Guide for Families of Indigenous Children Submission Type: Innovative Idea Final Rating: Innovative Idea Date Submitted: Spring 2025 Focus Area: Healthy Environments and Relationships Focus Population: Children, Caregivers, Guardians, Parents Contact Information: Kelly Tidwell President (918) 808-4934 info@catalystnews.io Catalyst News 518 W Pittsburg Pl, Broken Arrow, OK 74012 Goals and Outcomes: The goals of Rooted Together: A Cultural Guide for Families of Indigenous Children are: 1. To provide non-Native parents and caregivers with tools to understand and integrate Native cultural practices and traditions into daily life. 2. To foster stronger connections between Native children and their cultural heritage, helping them grow up with a sense of pride, belonging, and identity. 3. To support healthy, culturally informed environments that contribute to the well-being and development of Native children. 4. To create a scalable toolkit model that can be adapted by other tribes, enabling the replication of this project across different Native communities. Brief Summary: Rooted Together: A Cultural Guide for Families of Indigenous Children is a toolkit designed to help non-Native parents and caregivers raise Indigenous children in a culturally respectful and supportive environment. The toolkit will be developed in partnership with Muscogee Nation Child and Family Services and the Muscogee Nation Cultural Department. It will provide practical guidance, resources, and best practices for fostering a culturally rich upbringing that honors the traditions and values of Native communities. Additionally, this project will serve as a model for other tribes to develop their own culturally specific toolkits. Catalyst News Previous Next

< Back Providing Hope and Opportunity in Outdoor Learning Environments at Child Care Centers and Family Child Care Homes Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators Contact Information: Mary Tepera-Jones Architect (918) 832-5544 mary@goodfieldwork.com Good Fieldwork 124 N. Peoria, Tulsa, OK 74120 Goals and Outcomes: This submission is ideal for child care providers who understand that natural, outdoor learning classrooms help children develop a sense of wonder, foster creativity, imagination, and discovery for optimal brain development and child outcomes. It will also help those providers that need to enhance their outside space to improve quality and increase their capacity and rating on the state’s quality rating system. The majority of the work is the design and construction. This is a detailed process that requires surveys, certifications, planning meetings and multiple trips to and from the child care location. To begin the process, the architect from GOOD FIELDWORK, consultant from EARLY EXPERTISE, and the construction manager from JONESPLAN meet with the individual providers’ to understand their needs and desires for their outdoor learning environment. At a minimum, the GOOD FIELDWORK team plans to meet with: Leadership of the program. A larger group to discuss cultural implications, ideas and receive input on draft design. This group will be determined by the program, but may include teachers, parents, neighbors, community leaders, etc. Once the playground is surveyed and the programmatic goals have been finalized, the outdoor classroom is designed. A construction team then works with the program to schedule commencement of construction. Construction time will vary, but is estimated at approximately 10 days/nights for completion of a family child care home outdoor learning environment and 13 days/nights for completion of a child care center outdoor learning environment. The budget includes their travel expenses, such as mileage, hotel and meals. The budget includes all required equipment, construction materials, installation, clean-up and a final walkthrough. This is a long, but enjoyable process for the designer, consultant and construction team. The children love to safely watch the “workers” from afar, as they remove old equipment (if needed) and build and install new pieces. Many teachers have followed the lead of the children and adapted their lesson plans to “construct and create” or “building structures”. Each Outdoor Learning Design will include the following nine elements: 1. Mud Kitchen: To include kitchen furniture. Area will inspire children to develop a sense of self, learn decision making and problem-solving skills, empathy towards others, self-discipline, and initiative as they play and role model with their peers. (for simplicity of this proposal, mud kitchen excludes plumbing work.) 2. Nature Art: To include fixed art equipment, such as easels or chalking areas. Area will inspire children to indicate their needs and wants, demonstrate fine-motor strength and coordination, and express themselves through their creative mind. 3. Gardening: To include raised gardening opportunities. Area will allow children to experience, try things out, think on their own, and form opinions based on their observations. 4. Climb/Balance: To include fixed climbing equipment made from natural materials. Area will help children develop physical skill performance with balance and coordination. They will discover concentration, body awareness, and hand/eye coordination. 5. Sensory Path: To include a natural pathway. Area will inspire children to explore the five sensessee, hear, touch, taste and smell. 6. Performance & Shaded Flex Space: To include raised stage & shade structure (as needed). Area will facilitate group time and performances and can be set up as a learning center for literacy, science, math, manipulatives, or gross motor that aligns with the curriculum, standards and goals of the program. This also helps children enhance their motor skills, including coordination, balance and agility as the younger children climb on and off the stage. 7. Music & Movement: To include fixed music instrumentation. Area will help children develop skills such as cognitive growth, problem-solving, self-expression, and social development. 8. Reading: To include comfortable seating. Area will allow children to focus on literacy and language which is essential to developing a strong sense of well-being and a healthier sense of self-image. It helps children develop the skills to communicate and to develop a love for lifelong reading. 9. Safe Space: To include a fixed hiding space made from natural materials (i.e. playhouse or similar). Area will enable a child to hide or have alone time for reflection with nature or to self-regulate. During the construction of this project, providers and children will be encouraged to be involved. Because children love to watch things being constructed, the proposal includes a book for the children to look at that will show them the playground map and what the project will look like upon completion Brief Summary: This submission is an innovative idea to design new and/or renovate existing playgrounds at eight diverse early education programs across the State of Oklahoma into natural outdoor learning classrooms which will help promote the health and well-being of Oklahoma children and early childhood staff. Outdoor learning environments are important spaces for all children, and in the days of a global pandemic and endless connection to digital devices and the indoors, they become even more critical. This submission focuses on the developmental needs of children ages birth through twelve and the creation of age-appropriate natural outdoor classrooms to help meet those needs. GOOD FIELDWORK has designed four outdoor learning classrooms at Tulsa Educare 4-Celia Clinton from the ground up and renovated the outdoor learning environments at the other Tulsa Educare schools. Tulsa Educare focuses on the most vulnerable children and has data that shows the improvements that the children have made in the program. The data is not specifically focused on outdoor learning environments but is focused on learning environments, teacher interactions and intentional teaching practices. These outdoor learning environments, along with training and technical assistance can bring stronger child outcomes to the most "at risk" children. The challenges that we anticipate exist but are solvable. The first is selecting the eight providers that would receive this outdoor learning classroom because the ultimate goal is to provide the greatest benefit to the children they serve. The solution to this would be to develop a rubric that is measurable and those that are interested in applying would need to meet the highest criteria level. The best plan would be to ensure that these providers are spread out over the state, serve the neediest children and in child care desert areas or areas with a very few high quality providers. The second is adapting the overall programmatic goals to each of the eight providers' unique physical sites. While it is true that each site will vary, and each provider's needs will be different, every effort will be made to maintain the overall budget and programmatic goals of creating an outdoor learning environment that is appropriate for each provider's space. Outdoor Classroom Design and Construction 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. 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Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. < Back Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Date Submitted: 09/08/2021 Contact Information: Kim Garrett-Funk CVO 405-552-1004 Kim.garrett@palomarokc.org Palomar: Oklahoma City's Family Justice Center, Inc. 1140 North Hudson Ave., Oklahoma City, OK 73103 Rating Category: Innovative Idea Focus Area: Social Emotional Learning Focus Population: Children, Caregivers, Guardians, Parents Goals and Outcomes: Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. In domestic violence, this coordinated response can make the difference between life and death for victims and their children. Our model is literally saving lives and interrupting the generational cycle of violence. Due to COVID-19, the Children in Oklahoma City have experienced additional and significant trauma. Palomar’s Children’s Sanctuary staff are highly trained to assess the needs of children who have experienced trauma. The Children’s Sanctuary provides free drop-in care for children in violent homes and aims to interrupt this cycle and lead kids to healing. Palomar is requesting funding to support its Children’s Sanctuary by providing two additional staff members, therefore dramatically increasing the Children’s Sanctuary’s capacity and allowing staff members to have more time to thoroughly address each child’s social and emotional needs. In an effort to mitigate trauma and help the children in our Community heal, Palomar has been in discussions with the University of Oklahoma Health Science Center to create the OUHSC Palomar Children’s Behavioral Health Program. This program would include developmental and mental health screening and assessment, evidence-based mental health treatment, case management, and advocacy through multidisciplinary team participation. This adds an innovative layer of protections for Oklahoma’s most vulnerable children. By adding a dedicated therapist and support staff for the Behavioral Health Program, Palomar will be able to provide comprehensive social and emotional mental health care to our children and lead them to a path of healing. Palomar’s Children’s Sanctuary serves Palomar client’s children of all ages, learning level, cognitive functioning and their families. Violence and adversity have a profound impact on shaping Oklahoma City. There is a direct correlation between adverse childhood exposure and chronic disease, mental illness, substance abuse and violence (CDC). Unmitigated trauma and adversity have been directly correlated with many issues that negatively impact Oklahoma City. By providing comprehensive wraparound services to children, as well as adult clients, in the Children’s Sanctuary, Palomar aims to mitigate our children’s Adverse Childhood Experiences and lead them to healing. Brief Summary: COVID created isolation for families, instability, loss of jobs and resources, and lack of connection which combined created a toxic environment for domestic violence and child abuse to thrive. In OKC, police calls related to domestic violence, and the severity of injury, have increased. Violence directly impacts our public safety, public health, education system, economy and overall quality of life. Palomar is designing and developing innovative solutions and opportunities for social impact that will be felt for generations to come. In OKC, we estimate there are over 36,000 children who are exposed to domestic violence and abuse. Providing a safe trauma-informed space for children and families is critical to ensure they get the help they need to heal and break the generational cycle of violence. The Children’s Sanctuary provides free trauma-informed childcare and is available for children of all ages while clients receive support services at Palomar. The Children’s Sanctuary staff builds rapport with children and their families, assesses and identifies needs, solves problems, safety plans, supports and empowers children. The Children’s Sanctuary reduces barriers that keep clients from getting timely services throughout the system by coordinating wraparound care for emotional, financial, administrative or cultural support. While in the Children’s Sanctuary, children can also receive services, including: Emotional Support; Crisis Intervention; On-Site Childcare; Service Coordination; Extensive follow-up and coordination with ongoing therapeutic programming; Referrals to Other Agencies; and, Emergency Assistance such as food, clothing, personal care or hygiene items. The Children’s Sanctuary allows Palomar to reduce barriers for clients while providing wraparound services for the entire family. As Palomar’s client numbers continue to grow, Palomar anticipates that the number of children will also increase. In 2020, Palomar’s Children’s Sanctuary, despite the COVID-19 Pandemic, served 664 Children who visited the Sanctuary 909 times. In 2021, our numbers have only continued to grow exponentially, creating limitations with capacity and staffing. In June 2021, Palomar served 219 children, with 137 visits, an increase of 119% visits and 80% increase in kids from just the previous month! At-risk families in Oklahoma City need a safe trauma-informed service that can enhance children, and their parents, social and emotional well-being. Previous Next