Research Based Early childhood programs and services which include study outcomes published in peer-reviewed journals. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Well Supported by Research Pyramid Model The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. Read More Promising Research Al’s Pals Kids Making Healthy Choices 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. Read More Well Supported by Research Conscious Discipline 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. Read More Well Supported by Research Reach Out and Read 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. Read More Additional Research Needed Supporting Data-driven Improvements in Early Education 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. Read More Well Supported by Research LENA – Building Brains Through Early Talk LENA has conducted research showing significant variability in how much adults talk with children and that those who talk the least tend to overestimate how much they talk the most. Read More Promising Research Little Otter Health A New Model of Care: Little Otter has developed a platform and clinical model to provide virtual whole-family mental health care. Read More Well Supported by Research Second Step® Early Learning Second Step® Early Learning is designed specifically for multiple-age early learning environments with a focus on supporting children from low-income families. Read More Promising Research ELQA Starting Right – CECPD ELQA: Starting Right proposes to implement the ELQA and professional support in at least 20 classrooms in ten rural Oklahoma public elementary schools and selected childcare centers, Head Starts, and public preschool/pre-k programs that feed into each school. Read More Well Supported by Research Learn the Signs Act Early: A Developmental Health Promotion Program This submission targets parents of young children, early educators and other professionals working in systems that support early childhood. Read 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. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Innovative Idea Community of Support for Early Childhood Communities 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). Read More Innovative Idea Early Learning Works The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. Read More Innovative Idea Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center 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. Read More Innovative Idea Early Birds for Child Care Professionals, Smart Start Central Oklahoma 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. Read More Innovative Idea Deaf Mentor Program: Deaf Adult to Family Connection To increase visual language skills of young deaf children and their families, and establish meaningful relationships between families and Deaf adult role models across the state of Oklahoma. Read More Innovative Idea Rooted Together: A Cultural Guide for Families of Indigenous Children 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. Read More Innovative Idea Early Birds Childcare Collaborations Twelve percent of Oklahoma children live with parents with less than a high school diploma, and Medicaid pays for nearly 60% of births. Read More Innovative Idea Air Quality and Filtration in Early Childhood Settings This project will involve two groups: Teachers and the children enrolled in their ECE classrooms. Although child outcomes are ultimately our interest, the successful use of air filters to improve ECE classroom air quality is dependent on the teachers who run those classrooms. Read More Innovative Idea OKAEYC – Respectful Caregiving This submission seeks funding for a series of workshops titled "Respectful Caregiving.” In these workshops, our instructors will introduce caregivers to the principles of respectful caregiving, an essential philosophy and approach that fosters secure and respectful relationships between caregivers and children. Read More Innovative Idea Early Childhood Social Emotional Support Coaches The target population will be children in the Early Childhood Center in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. Read More Innovative Idea Respectful Caregiving - OKAEYC 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. Read More Innovative Idea Air Quality in Oklahoma Early Childhood Settings 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). Read More Innovative Idea Calm Waters Infant Mental Health Grief Support 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. Read More Innovative Idea Emergency Child Care Waiver: Innovative Referral and Approval Process The target population is Oklahoma families with children (ages birth to 8 years old) that have been exposed to a traumatic event. Read 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. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Best Practice Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) 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. Read More Promising Practice Developmental Monitoring Resources and Support for Early Care and Learning Providers This submission aims to improve outcomes for children by facilitating awareness, training and support in developmental monitoring for early care providers (e.g. childcare centers, in-home providers). Read More Best Practice Growing Like a Read With financial support, the Pioneer Library System’s GLAR program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. Read More Emerging Practice Start Right – Finish Ahead 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. Read More Best Practice Improving Access to Reflective Consultation and I/ECMH Endorsement for Early Childhood Educators The project will provide educators with opportunities to participate in ongoing reflective consultation sessions. Read More Promising Practice Community Garden This project aims to promote healthy environments through the development and maintenance of a community garden that serves as a hub for physical activity, access to fresh produce, and environmental education. Read More Promising Practice Outdoor Environment and Classroom 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. Read More Promising Practice TBRI and Trauma Informed Classrooms Lilyfield proposes to bring the Trust Based Relational Intervention (TBRI) Trauma Informed Classrooms to licensed childcare centers that serve foster children ages 0-8 years old throughout the state. Read More Promising Practice Outdoor Education at St. Luke's Children's Center (Downtown) 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. Read More Best Practice Community Based Doula Expansion 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. Read More Promising Practice Providing Hope and Opportunity in Outdoor Learning Environments at Child Care Centers and Family Child Care Homes 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. Read More Best Practice Strengthening Oklahoma’s IEMCH Workforce This project will serve individuals currently pursuing or interested in pursuing mental health certifications with a focus on IECMH. Read More Promising Practice Rainbow Fleet Quality Enhancement Initiative 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. Read More Best Practice Addressing Developmental Needs of Children through Expansion of Infant & Early Childhood Mental Health Consultation to Early Care and Education 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. Read More Best Practice Calm, Aware, Present (C.A.P) Train the Trainer 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. Read More Promising Practice Cognitive ToyBox, Inc. Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. Read More Promising Practice Parent Advisory Committee (PAC) Course Research studies, such as the Adverse Childhood Experiences (ACEs) study, support the premise that early adversity impairs children’s development and health. Read More Promising Practice Lilyfield – TBRI and Trauma Informed Classrooms Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Read More Promising Practice Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) 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. Read More Promising Practice Infant and Early Childhood Mental Health Services for Northwest Oklahoma 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. Read More

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

The target population will be children in the Early Childhood Center in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. < Back Early Childhood Social Emotional Support Coaches Submission Type: Innovative Ideas Final Rating: Innovative Idea Date Submitted: Spring 2023 Focus Area: Social Emotional Well-Being 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: It is expected that the sustainability of this proposal will be in training early childcare professionals to recognize, regulate, and resource social and emotional disorders. Being able to detect and intervene at an early age is the best defense. It is also expected that by providing SEC services, children will maintain in schools thereby increasing their chance for educational success. Families whether foster, adoptive or biological will build trustworthy and connective relationships. The workforce will be developed by hiring team members that support IECMH and consultive services. The goal of this proposal is to help children maintain in the classroom, empower and support educators, strengthen family involvement, and build connective relationships. It is expected that the quality of the teacher-child relationship will improve, a positive change in caregiver opinion concerning challenging behavior will result as a positive outcome of this proposal. It is also the intent of this proposal to foster and strengthen resiliency within the child by increasing social emotional regulation and decreasing the negative factors that often impair successful outcomes. It is the hopes of Western Plains Youth and Family Services to also bring awareness to the school about social emotional development. We want this to be a standard in any school for children who need extra attention without an IEP or a 504 plan. This plan will decrease a stress on both the school system and the child. Our goal is to hire 3 Social Emotional Coaches who will have training in regulation, development and resources. Statement Of Work: It is the plan and goal of this program to show validity and productivity as well as program enhancement. To do that we plan on using applicable scales, assessments, and data collection tools. Some of the tools that we plan on using include Classroom Strengths, Needs, and Resources, Intervention Plans (that will be reviewed at least monthly or as often as needed), Consultation Stages Checklist, Consultation Evaluation, Consultee Benefits, Goal Attainment Scaling, and a Final Report. Reflective consultation is highly valued in this field; therefore, it will be imperative for the SEC to meet with the Mental Health Consultant every two weeks or more often if needed. Job duties will include: 1. Responsible for creating a pleasant, warm, accepting environment in the delivery of agency services to the public, clients, families, agencies, civic groups and organizations requesting Western Plains Youth and Family Services, Inc. assistance. 2. Identify and support linkages to available community resources and services as needed. 3. Provide day-to-day social emotional support to children with behavior challenges. children include but not limited to being in the classroom with child during educational or elective hours, intervening before/when child is overstimulated or aggressive, helping child regulate emotions through designed interventions by Mental Health Consultant. 4. Work closely with educators in developing relationship based social emotional support plans individualized to meet child’s need and empower the best outcome for school sustainability. At times being asked to help/support educators in implementing social emotional support plans in partnership with Mental Health Consultant. 5. Work closely with School administration, Mental Health Consultant, and other professionals in developing relationship based social emotional support plans. 6. Work closely with families to promote positive communication with the school system and other needed services as well as linking families to supportive services if needed. 7. Be trained in educational paraprofessional, wrap around, aggressive behaviors, and childhood behaviors, Circle of Security, or other relationship-based interventions. 8. Work closely with other supportive services to promote and provide best outcomes. 9. Maintain school behavior assessments and record keeping in a timely manner. 10. Report assessments and records to the program director and Executive Director. 11. Maintain Professional Development training for services. 12. Promote program and program sustainability through advocation and engagement. 13. Completes all documentation in a timely manner. 14. Complete other assignments designated by either program director or Executive Director. Brief Summary: The target population will be children in the Early Childhood Center (Currently 1 Headstart classroom, 8 prekindergarten classrooms, 8 Kindergarten classrooms, 2 special Education classrooms, and 1 early intervention classroom) in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. There are 350 students projected for next year in the ECC. Once the child has been identified and assessed, the SEC will begin building a relationship with the child and empowering the child with social emotional skills needed for success. Over the past 2 years, we have observed that children who struggle the most with Social Emotional issues are those who are in DHS custody or those who were socially isolated due to the pandemic. This group of young children cannot be ignored. We have also observed that the children who are in DHS custody and struggle with social emotional issues often have difficulty maintaining in school. We have observed that when the child is asked to leave school, they are often asked to be removed from their foster home. We know this creates another disruption in their life. The SEC will work closely with child, educator, administration, Mental Health Consultant, and foster parents to provide behavioral intervention plans that will reduce if not eliminate school disruptions. The behavioral intervention plan will include assessments and action/safety plans such as the SEC being in the classroom or with the child until the child is emotionally regulated. This plan will also decrease an economic stress on working parents and on the Northwest Oklahoma limited daycare system. When children are asked to leave school due to social emotional dysregulation (which is often the case), the parents often have to leave work and stay at home with their child or find a daycare/person that will take the child so the parent can work. Western Plains Youth & Family Services 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, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. < Back Al’s Pals Kids Making Healthy Choices Date Submitted: 09/08/2021 Contact Information: Rachel Myrko Program Manager 405-250-3360 rmyrko@gpccrr.org Great Plains Child Care Resource & Referral 901 South Broadway, Hobart, OK 73651 Rating Category: Promising Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: Young children need social–emotional learning now more than ever. In addition to common and adverse childhood events that can result in trauma, young children are now also experiencing pandemic related stress. That stress, combined with school and childcare closures, has magnified concerns for children who have experienced trauma, especially our most vulnerable children, and elevated the importance of providing all young children with positive social–emotional skills to prepare for life’s challenges. Social-emotional learning (SEL) is the critical foundation required for all other learning and development to occur and is associated with later academic and social functioning. Preschoolers need SEL curricula that is designed to meet their specific needs. Meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years. (Murano, Sawyer & Lipnevich, 2020) Teaching Strategies has been committed to social-emotional learning for our youngest learners for more than 40 years. We now also offer a nationally recognized and evidence-based comprehensive social–emotional learning curriculum and professional development program designed to meet the specific needs of preschool children. Al’s Pals™ Kids Making Healthy Choices promotes protective factors, fosters the personal traits of resiliency, encourages the nurturing environments that children need to overcome difficulties and fully develop their talents and capabilities, and helps lessens the effects of adverse childhood events and trauma. Al’s Pals promotes protective factors that have been shown to lessen the long-term effects of trauma by providing young children with skills to prepare for life’s challenges through interactive lessons, engaging puppets, original music, and impactful teaching approaches. Al's Pals also develops teachers who cultivate deeper relationships with children, creates nurturing classrooms, reinforces core concepts at home with families, and fosters positive peer relationships resulting in a network that works together to build resilient children who have a place in their community and the world. Brief Summary of Target Population and Issues/Challenges: Al’s Pals: Kids Making Healthy Choices is a nationally recognized, top-rated, evidence-based and research-informed comprehensive social–emotional learning (SEL) classroom curriculum and professional development program. It promotes resiliency in children ages 3-6 through the development of social–emotional skills, self-control, problem-solving abilities, and healthy decision-making. Al’s Pals promotes protective factors, fosters the personal traits of resiliency, and encourages nurturing environments needed for children to overcome difficulties and fully develop their talents and capabilities. The curriculum helps lessen the effects of adverse childhood events and trauma. The 46 interactive lessons use guided creative play, brainstorming, puppetry, original music, and movement to develop children’s social-emotional competence and life skills. Al’s Pals teaches children how to: Express feelings appropriately; use kind words Care about others Think independently Accept differences; make friends Solve problems peacefully; use self-control Cope Make safe and healthy choices Understand that tobacco, alcohol, and illegal drugs are not for children Al’s Pals was originally designed for and piloted with preschool children considered to be at risk due to poverty and other factors. The program was initially piloted in Head Start and other community-based child development centers whose populations primarily included Black/African American and White children. Since the initial pilot, the program has been expanded and found to be effective with children of all socioeconomic and racial backgrounds living in urban, suburban, and rural areas. Al’s Pals has been proven to work in preschools, early elementary school grades, after-school programs, and child care centers. Previous Next

Second Step® Early Learning is designed specifically for multiple-age early learning environments with a focus on supporting children from low-income families. < Back Second Step® Early Learning Submission Type: Research-Based Final Rating: Well-Supported by Research Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children Contact Information: Sherri Widen Research Scientist and Manager (857) 234-1721 swiden@cfchildren.org Committee for Children 2815 2nd Ave, Suite 400, Seatle, Washington 98121 Goals and Outcomes: The goal of this program is to help children in preschool develop the social and emotional skills that support positive social interactions and academic success. Second Step® Early Learning is a universal social-emotional learning program designed for use in preschool programs. Social-emotional skills support children’s positive relationships with adults and peers, executive function skills, early academic skills, and kindergarten readiness. They also reduce problem behaviors and behavioral referrals. Brief Summary: Second Step® Early Learning is designed specifically for multiple-age early learning environments with a focus on supporting children from low-income families. It is a SAFE program: the lessons are Sequenced, learning is Active, Focused on developing children’s social-emotional skills, and provides Explicit instruction in social-emotional skills. The program is taught through five units (listed and described below) across 28 Weekly Themes that include five- to seven-minute activities to be taught throughout the week. Activities, Brain Builder games, and small-group work keep children engaged and help them practice their skills. The Boy and Girl hand puppets encourage participation. The easy-to-use online teaching resources include instructions for teaching and reinforcing the Weekly Theme activities and provide video examples from real classrooms ( https://www.secondstep.org/purchase/product/second-step-early learningclassroom-kit/) Unit 1: Skills for Learning (6 weeks). Learn skills that support academic learning (listening, focusing attention, self-talk) Unit 2: Empathy (6 weeks). Learn to identify emotions in others, identifying accidents, being kind and helpful Unit 3: Emotion Management (5 weeks). Identifying own and others' emotions, sharing emotions with a grown-up, managing frustration, calming down Unit 4: Friendship Skills and Problem Solving. Learn ways to ask to play, invite others to play, identifying a problem, solutioning Unit 5: Transitioning to Kindergarten (3 weeks). Plan to use skills learned in Second Step Early Learning when they are in kindergarten Second Step® K-12 Programs Strengthen Human Skills | Second Step® 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 Growing Like a Read Date Submitted: 04/2022 Contact Information: Librarian/Selector Meghan Hollingsworth 405-801-4580 mhollingsworth@pioneerlibrarysystem.org Pioneer Library System, 300 Norman Center Ct. Norman, Oklahoma 73072 Rating Category: Best Practice Focus Area: Child Development Focus Population: Children, Caregivers, Guardians, Parents Goals and Outcomes: The Pioneer Library System’s GLAR project has reached approximately 10,000 families since it began in 2009. Currently, families receive a pre-literacy kit at library story times or when PLS partners with local health departments, WIC programs, and Head Start programs. Materials in the kit are available in English or Spanish, with each kit costing approximately $15. With financial support, the program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. There are opportunities to connect with home childcare places and underserved locations. By utilizing the PLS data analysis tools and metrics, PLS could strategically identify at-risk populations such as households below the poverty level and areas with children ages 0-9 years. For example, the Blanchard area has a high number of children ages 0-9 years, meaning there are opportunities for growth and community partnerships in this area for early literacy support. Norman and Shawnee communities have the highest percentage of households below the poverty level and therefore have a high need for early childhood development resources. With additional funding, PLS could also reach out to expecting families in birth classes offered through the health department to inform families about the importance of family engagement in language and literacy development at all stages of a child’s development. Brief Summary: Pioneer Library System, founded in 1958, is a multi-county system in Oklahoma serving Cleveland, Pottawatomie, and McClain counties. The system includes 12 full-service library branches as well as several information stations and community collections throughout surrounding communities. The Pioneer library system has a mobile STEAM education lab called the Maker Mobile that visits communities throughout the PLS service area to provide science, technology, engineering, art, and math programs for all ages. The mission of the library system is to inspire innovation, engagement, and learning in the communities PLS serves. The Pioneer Library System (PLS) has developed the Growing Like a Read (GLAR) project to promote language and literacy development and support caregiver education and engagement. Children and caregivers who participate in PLS story times or attend an event with a community partner may receive a pre-literacy kit which includes: a library bag, a stand-up book with age appropriate songs and rhymes, activity logs to reinforce literacy skills at home and on the go, and a board book for reading together. PLS staff model the six pre-reading skills identified by GLAR in story times and programs and provide tips to incorporate these in daily activities. The six pre-reading skills are letter knowledge, narrative skills, phonological awareness, print awareness, print motivation, and vocabulary. These six skills connect to the American Library Association’s five practices for Every Child Ready to Read: reading, singing, talking, playing, and writing. PLS recognizes the parent or caregiver as a child’s first teacher and seeks to provide tools for continued learning and caregiver engagement. The outcome of providing these resources to families is increased literacy practices in homes and an increased awareness of the impact of early literacy on child development and success in school and beyond. Growing Like a Read | Pioneer Library System 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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< 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 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

This submission seeks funding for a series of workshops titled "Respectful Caregiving.” In these workshops, our instructors will introduce caregivers to the principles of respectful caregiving, an essential philosophy and approach that fosters secure and respectful relationships between caregivers and children. < Back OKAEYC – Respectful Caregiving Submission Type: Innovative Ideas Final Rating: Innovative Idea Date Submitted: Fall 2023 Focus Area: Child Development Focus Population: Children, Teachers, Guardians, Parents Contact Information: Oklahoma Association for the Education of Young Children (okaeyc) (405) 949-1495 admin@okaeyc.org 605 Centennial Blvd., Edmond, OK 73013 Goals and Outcomes: 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. We project our reach to encompass twenty participants per round, with two rounds planned, ultimately reaching a total of forty caregivers. Childcare providers will receive formal training credit for hours spent in workshops. 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. Brief Summary: This submission seeks funding for a series of workshops titled "Respectful Caregiving.” In these workshops, our instructors will introduce caregivers to the principles of respectful caregiving, an essential philosophy and approach that fosters secure and respectful relationships between caregivers and children. Built on the foundations of connection, communication, and environment, these workshops empower caregivers to trust themselves and harness children’s innate potential for well-being and development. Our workshops will draw from the teachings of Magda Gerber, the founder of Resources for Infant Educarers (RIE). The RIE Principles are the starting point for establishing a healthy and supportive relationship with children from birth. RIE empowers parents and caregivers with the tools and perspective to understand each child, their unique relationship, and find balance in the individual situation or setting. RIE isn’t a list of prescribed rules to which one must adhere without fail. Rather, it is a framework for understanding a child, their needs, and competencies, assessing one’s own values and needs, and putting those together in an intentional way. These one-hour workshops will be conducted both in-person and at designated training locations as well as virtually, with recordings available within forty-eight hours for those unable to attend live. Additionally, oneon-one coaching will be offered to participating caregivers, using SMART goal centered action planning based on RIE principals. Our goal is to reach forty participants in one year through two rounds of six-monthly training sessions, with a total of twenty participants in each round. All sessions will be held monthly at a designated training site, targeting caregivers with children from zero to eight years old. The course will be inclusive of all demographics and ethnicities. OKAEYC Oklahoma Association for the Education of Young Children |605 Centennial Blvd. Edmond OK, 73013 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

< Back Play is essential! Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Tracy Hinton Business Consultant (918) 397-3007 thinton@delawarechild.org North Central Resource & Referral P.O. Box 3245 Bartlesville, OK 74006 Goals and Outcomes: We would like caregivers and parents to move towards more play-based care. Our goal is to get parents and caregivers the information about how play supports young children's development. Then follow that up with targeted coaching that supports what they have learned. The outcome we are looking for is to see children in child care programs engaging in at least 75% child-led play during their day. Brief Summary: The intention of this project is to help providers, caregivers, administrators, and parents understand how play in early childhood is imperative to the development of children. Our proposal is to bring in a play expert to present an all day training that educates these parties on how play in early childhood is imperative to the children’s development. This would be done in a fun and interactive way that will showcase how play is the best form of learning. Many adults believe that rote learning (flash cards, memorization, workbooks, etc.) are the only ways that children are taught. However, research has repeatedly shown that play is the best way for children to grow and develop. Play-based learning IS school readiness. Because the research shows that follow-up support helps the information be retained long-term, then the next part of our proposal is to follow up the training with some targeted coaching. This would include allowing early childhood educators to request time with a coach who supports them as they transition to a play-based learning approach. To determine the success of our project, we would conduct pre and post assessments to measure the outcomes of the training and coaching. The length of our proposed project would be one year. Resource & Referral | Ivy Learning Previous Next

All Programs Our Clearinghouse offers comprehensive support for early childhood care and education, covering a wide range of settings such as centers, homes, family and friend arrangements, and programs like Head Start and Pre-K. Filter by Program Type Select Program Type Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Date Select Submission Date Search by keyword Innovative Idea Rooted Together: A Cultural Guide for Families of Indigenous Children Healthy Environment and Relationships 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. Caregivers, Children, Guardians, Parents 2025 Read More Promising Practice Community Garden Healthy Environment and Relationships This project aims to promote healthy environments through the development and maintenance of a community garden that serves as a hub for physical activity, access to fresh produce, and environmental education. Children, Parents, Teachers 2025 Read More Best Practice Community Based Doula Expansion Healthy Environment and Relationships 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. Children, Medical Providers, Parents 2025 Read More Innovative Idea OKAEYC – Respectful Caregiving Child Development This submission seeks funding for a series of workshops titled "Respectful Caregiving.” In these workshops, our instructors will introduce caregivers to the principles of respectful caregiving, an essential philosophy and approach that fosters secure and respectful relationships between caregivers and children. Children, Guardians, Parents, Teachers 2023 Read More Innovative Idea Early Childhood Social Emotional Support Coaches Social Emotional Well Being The target population will be children in the Early Childhood Center in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. Administrators, Caregivers, Children, Parents, Teachers, Guardians 2023 Read More Promising Practice Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Social Emotional Well Being 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. Administrators, Caregivers, Children, Guardians, Owners, Parents, Teachers 2023 Read More Promising Practice TBRI and Trauma Informed Classrooms Social Emotional Well Being Lilyfield proposes to bring the Trust Based Relational Intervention (TBRI) Trauma Informed Classrooms to licensed childcare centers that serve foster children ages 0-8 years old throughout the state. Administrators, Caregivers, Children, Guardians, Parents, Teachers, Owners 2023 Read More Innovative Idea Air Quality and Filtration in Early Childhood Settings Healthy Environment and Relationships This project will involve two groups: Teachers and the children enrolled in their ECE classrooms. Although child outcomes are ultimately our interest, the successful use of air filters to improve ECE classroom air quality is dependent on the teachers who run those classrooms. Children, Teachers 2022 Read More Innovative Idea Emergency Child Care Waiver: Innovative Referral and Approval Process Healthy Environment and Relationships The target population is Oklahoma families with children (ages birth to 8 years old) that have been exposed to a traumatic event. Caregivers, Children, Guardians, Parents, Systems 2022 Read More Promising Practice Cognitive ToyBox, Inc. Healthy Environment and Relationships Cognitive ToyBox works with school and center-based early childhood education settings, including Oklahoma City Public Schools, on early childhood assessment. Parents, Teachers, Family Child Care Providers 2022 Read More Promising Practice Outdoor Environment and Classroom Healthy Environment and Relationships 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. Teachers, Parents, Family Child Care Providers 2022 Read More Best Practice Healthy Bodies, Healthy Minds Healthy Environment and Relationships This 3-year program would impact approximately 1,712 children and 216 providers, not to mention the residual impact of additional family members. Children, Owners, Teachers, Parents, Guardians, Caregivers 2022 Read More Well Supported by Research Second Step® Early Learning Healthy Environment and Relationships Second Step® Early Learning is designed specifically for multiple-age early learning environments with a focus on supporting children from low-income families. Children 2022 Read More Innovative Idea Early Birds Childcare Collaborations Child Development Twelve percent of Oklahoma children live with parents with less than a high school diploma, and Medicaid pays for nearly 60% of births. Children, Owners, Teachers, Parents, Guardians, Caregivers 2022 Read More Promising Practice Infant and Early Childhood Mental Health Services for Northwest Oklahoma Child Development 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. Caregivers, Children, Teachers, Parents, Guardians, Administrators 2022 Read More Promising Practice Play is essential! Child Development The intention of this project is to help providers, caregivers, administrators, and parents understand how play in early childhood is imperative to the development of children. Administrators, Caregivers, Guardians, Owners, Parents, Teachers 2022 Read More Promising Practice Outdoor Education at St. Luke's Children's Center (Downtown) Child Development 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. Children, Teachers 2022 Read More Promising Practice Providing Hope and Opportunity in Outdoor Learning Environments at Child Care Centers and Family Child Care Homes Child Development 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. Caregivers, Children, Owners, Teachers, Administrators 2022 Read More Best Practice Early Learning Matters – Curriculum Program for Early Childhood Classrooms Child Development 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. Caregivers, Children, Teachers, Owners 2022 Read More Best Practice Infant and Early Childhood Mental Health Program Child Development The Infant and Early Childhood Mental Health Program will serve the child welfare population ages zero to age six. Caregivers, Children, Guardians, Parents 2022 Read More Best Practice Child Care Director Training with the National Administrators Credential (NAC) Child Development 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. Administrators, Owners, Teachers 2022 Read More

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

< 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

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