Search Results

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

< 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

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

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

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

< Back Lilyfield – TBRI and Trauma Informed Classrooms Date Submitted: Summer 2023 Contact information: Holly Towers, htowers@lilyfield.org Focus population: Teachers, Children, Caregivers, Guardians Goals and outcomes: Support 30 early childhood classrooms through assessment and consultation services, either on site or virtual and provide tangible resources for implementation of the TBRI Classrooms curriculum. Train 45 early childhood staff in the TBRI and Trauma Informed Classrooms Curriculum Provide ongoing group consultation calls weekly to support implementation in classrooms Provide the option for up to 5 individualized consultation visits for each center Train 15 caregivers whose children attend supported centers in the TBRI caregiver curriculum. Increase knowledge of TBRI and trauma-informed classrooms in 75% of participants as evidenced by pre-and post-tests at training. Increase hope as measured by the Hope Scale in 60% of staff who participate in the consultation process. Brief/executive summary of program Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Mental Health Consultants conduct a site visit and assessment to provide ideas and recommendations to childcare centers on how to implement TBRI in their classrooms. Centers who participate receive an incentive at the time they begin the program and at the conclusion of their participation in the program. Following the initial assessment, MHMR provides ongoing consultation to the center, at intervals determined by both the consultants and the center. MHMR also provides structured training opportunities for center staff to learn more about the TBRI principles in a training setting. This project brings Trust Based Relational Intervention (TBRI) Trauma Informed Classrooms to licensed childcare centers that serve foster children ages 0-8 years old throughout the state. The TBRI for classrooms training is designed to equip educators to help children from backgrounds of abuse, neglect, and/or trauma by disarming fear, optimizing learning, and facilitating healing for vulnerable children in the classroom. The project brings a combination of training, consultation, and implementation support to any licensed center or home day care that provides care to children who are currently in state custody, are in a safety plan through Family Centered Services, or have been reunified with a biological parent within the past 12 months and are currently experiencing behavioral difficulty in the center. 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

< Back Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) Date Submitted: 04/2022 Contact Information: Infant and Early Childhood Mental Health Wellness Specialist/OK Warmline Program Coordinator, OSDH Melissa Griffin 405-426-8057 melissag@healthok.gov Oklahoma State Department of Health, 123 Robert S. Kerr Ave., OKC, OK 73102 Rating Category: Best Practice Focus Area: Child Development Focus Population: Children, Caregivers, Guardians, Parents, Owners, Administrators, Teachers 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 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 Increase the use of developmental screening within Early Care and Education Settings *75% of added capacity in the I-ECMHC network will be in rural and suburban regions of Oklahoma 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 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. I-ECMHC 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 I-ECMHC 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-for-service 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. 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

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

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

< Back TBRI and Trauma Informed Classrooms 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: Holly Towers Executive Director (405) 216-5240 htowers@lilyfield.org Lilyfield 501 E 15th Street Ste 400A, Edmond, OK 73013 Goals and Outcomes: Lilyfield’s goals and outcomes for this project are to increase knowledge and skills within the early childcare setting for providing trauma-informed care to support social emotional wellbeing for children who are involved or at risk of involvement with the child welfare system. The long term intended outcome is to stabilize and improve the childcare experience for foster children and their foster parents and improve social emotional wellbeing for children who are enrolled in licensed childcare centers or home daycares. Childcare staff can self-refer to Lilyfield’s program through an online process. Once a referral is received, Lilyfield’s Director of Child Care Programs will confirm eligibility based on child qualifications (must have a qualified child in the referred classroom) and then set a site visit based on availability, with the goal of conducting a site visit within one month. Because this is operating as a pilot program, we recognize that the need may outpace our capacity with the current funding. Our team will develop a rating matrix for use if applications outpace capacity and prioritize classrooms who are identified as having the most critical need while putting others on the waiting list. Lilyfield consultants will provide provisional feedback at the time of the site visit and assist the childcare staff in implementing some recommendations immediately. Also, at the completion of the site visit, the center will receive their first incentive resource bag which will provide tangible resources to support implementation of TBRI in the classroom. Following the site visit, the consultant will provide a more formal set of recommendations which are tailored to the needs of the specific classroom, appropriate for the needs of the qualified child, and reasonable for the center to implement. The consultant and childcare center will develop a plan for ongoing consultation support with a goal to serve centers with at least 5 follow up consultation visits, either virtual or in person. The plan will include more structured training on implementing TBRI in the classroom. While the program includes as much in person contact as possible, Lilyfield has built in the capacity to provide the majority of consultation and training virtually for centers located in rural areas that may present a challenge for our staff to visit regularly. Centers who participate in the ongoing consultation for at least 5 additional sessions will receive a follow up incentive resource bag with more tangible classroom resources. Brief Summary: 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. The TBRI for classrooms training is designed to equip educators to help children from backgrounds of abuse, neglect, and/or trauma by disarming fear, optimizing learning, and facilitating healing for vulnerable children in the classroom. The project would bring a combination of training, consultation, and implementation support to any licensed center or home day care that provides care to children who are currently in state custody, are in a safety plan through Family Centered Services, or have been reunified with a biological parent within the past 12 months and are currently experiencing behavioral difficulty in the center. Lilyfield has many years of experience working with foster parents and children, and we know the challenges that children in the child welfare system can face in the childcare setting. Lilyfield also operates a licensed childcare center in South Oklahoma City, and we have firsthand experience with creating environments where children with complex developmental trauma can thrive. Providing adequate resources and support is vital to ensuring that foster parents can access reliable childcare, and for ensuring that children get the unique support they need in the childcare setting. Lilyfield has 8 TBRI Practitioners on staff who can support the project. Lilyfield proposes to provide virtual or on-site assessment, consultation, training, and implementation support for childcare centers or home day cares that have a qualified child enrolled who is struggling to be maintained. Following receipt of a request for support, Lilyfield staff will determine eligibility and provide a classroom assessment designed to provide recommendations to teachers and providers on ways to implement the TBRI for classrooms program to support the success of the qualified child. Centers can request ongoing consultation, but Lilyfield will recommend participation in at least 5 consultations following the assessment. Childcare staff can also participate in a more structured training program, receiving the entire TBRI and Trauma Informed Classrooms training through this project. Lilyfield Previous Next

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. < Back Deaf Mentor Program: Deaf Adult to Family Connection Date Submitted: 04/2022 Contact Information: Director of Family and Early Childhood Services Petra Gatzemeyer 580-622-4900 pgatzemeyer@osd, k12.ok.us Oklahoma School for the Deaf, 1100, E. Oklahoma Ave., Sulphur, Oklahoma 73086 Rating Category: Innovative Idea Focus Area: Child Development Focus Population: Caregivers, Guardians, Parents, Siblings and other family members in the home Goals and Outcomes: To increase visual language skills of young deaf children and their families. Establish meaningful relationships between families and Deaf adult role models across the state of Oklahoma. To increase knowledge on the perspective of a deaf or hard of hearing person. Provide positive role models for deaf children and families. Brief Summary: The positive impact that Deaf adults can have on the lives of deaf children and their family members is incalculable. They have the unique ability to express the child’s needs and desires when no one else seems to understand. Also, as deaf children interact with Deaf adults, they are able to “witness the capabilities of Deaf people from diverse backgrounds succeeding in relationships, education, work, and beyond. This may be even more important for some deaf children than the adult simply being deaf” (Golos D.B., et al. 2018). Family involvement is crucial in early language acquisition. Deaf adults show families appropriate modeling techniques as their deaf child continues to acquire language. As families work with a Deaf adult, they are able to witness that their child has complete language access as they communicate with each other in ASL. The development of spoken language also seems to coincide with ASL as the child signs with the Deaf adult in daily interactions. The more the parents and other family members interact with a Deaf adult, the more the child will learn how to communicate and be able to engage in critical thinking skills which is central to their overall well-being. Hands & Voices (2020). D/HH mentor/guide/role model programs: Guidelines for establishing and maintaining D/HH mentor/guide/role model programs. http://www.handsandvoices.org/fl3/topics/dhhinvolvement/programs.html Golos, D. B., Moses, A. M., Roemen, B. R., & Cregan, G. E. (2018). Cultural and linguistic role models: a survey of early childhood educators of the deaf. Sign Language Studies 19(1), 40-74. doi:10.1353/sls.2018.0025. Hamilton, B., & Clark, M. (2020). The deaf mentor program:benefits to families. Psychology, 11, 713-736. doi:10.4236/psych.2020.115049. Snodden, K., & Underwood, K. (2017). Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of deaf childhood. Disability & Society, 32(9),1400-1415. https://doi.org/10.1080/09687599.2017.1320269 Oklahoma School for the Deaf Previous Next

< Back Developmental Monitoring Resources and Support for Early Care and Learning Providers Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Teachers, Caregivers, Parents Contact Information: Kathryn Moore P.hD. Assistant Professor, Pediatrics (405) 842-9995 Kathryn-Moore@ouhsc.edu Board of Regents of the University of Oklahoma Health Sciences Center/Oklahoma Autism Center 3901 NW 67th St., Suite 100, Oklahoma City, OK 73116 Goals and Outcomes: The primary goal of this proposal is to ensure that providers in childcare settings are knowledgeable about the importance of monitoring a child’s development and have the tools needed to do this easily. This ensures that developmental milestones are tracked, families are more engaged in monitoring their child’s development, and children with potential developmental delays are more quickly identified and referred for appropriate services. To accomplish this goal, we will utilize “Learn the Signs. Act Early.” (LTSAE) campaign materials developed by the Centers for Disease Control and Prevention (CDC). The materials and resources are available free to the public and accessible to diverse audiences (e.g., available in Spanish and several other languages). Another important goal is to help support childcare providers so that they are better able to meet the needs of a diverse group of children including children with developmental delays. Using “Provider Cafes,” information will be provided related to how to support development including a wide range of child needs such as children with language or communication delays, autism, ADHD or other developmental concerns. Lastly, by providing regular opportunities for peer-to-peer discussion with a facilitator, “Provider Cafés” will promote provider resiliency and empowerment through opportunities for peer discussion and technical and material assistance. The ultimate desired outcome of this project is to identify children with potential delays as early as possible and ensure that they are connected to available resources and fully included and supported in childcare settings. Brief Summary: 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). Our aim is to increase provider awareness and knowledge regarding the importance of developmental monitoring as well as what to do if concerns are identified. This will be accomplished with a dual-level approach of a broad informational campaign to promote knowledge and awareness as well as provide targeted support and technical assistance to providers. The first phase of this project will focus on the dissemination of developmental monitoring resources, both as ready-to-use tools and materials for providers and through short informational/training videos on topics pertinent to developmental monitoring and support in an early-childhood environment. These materials and resources will be distributed via social media and existing provider networks to promote awareness and knowledge about monitoring development and to secure interest in the secondary phase of interactive training activities. This campaign will utilize existing materials and resources drawn from the CDC’s “Learn the Signs. Act Early.” developmental monitoring campaign, including their series of “Watch Me!” online training modules for early childhood providers. Additional information about resources and next steps for families will be included. The second phase of activities will focus on providing engaged support for early care and learning partners identified in the first stage. We will implement a Provider Café model where providers participate in interactive virtual sessions hosted by a mediator and professional support experts. The goal of these sessions will be to provide in-depth discussion and support regarding early childhood development and the importance of identifying potential delays early. Building on the topics and resources shared in the first step of this proposal, the Provider Cafés will include provider-directed conversations about the role of developmental monitoring in promoting family resiliency as well as specific topics highlighted in each Café related to discussing concerns with families and strategies to support children with developmental delays in childcare settings. This will give early care providers the opportunity to voice their own experiences and needs, benefit from peer-to-peer discussion/support and receive expertise from experienced facilitators. Oklahoma Autism Center Previous Next

This submission targets parents of young children, early educators and other professionals working in systems that support early childhood. < Back Learn the Signs Act Early: A Developmental Health Promotion Program Submission Type: Research-Based Final Rating: Well-Supported by Research Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Teachers, Caregivers, Guardians, Parents Contact Information: Bonnie McBride, Ph.D. Associate Professor/Oklahoma’s Act Early Ambassador (405) 842-9995 Bonnie-mcbride@ouhsc.edu University of Oklahoma Health Science Center/Oklahoma Autism Center 3901 NW 63rd St., Ste 100, Oklahoma City, OK 73116 Goals and Outcomes: The Centers for Disease Control and Prevention (CDC) has reported that 1 in 6 children under the age of 5 years in the USA is at risk for a developmental delay or disability. Developmental monitoring, to track children's achievement of developmental milestones and identify potential delays, is a crucial tool for insuring that all children can receive the supports and services they need to reach important milestones and mitigate possible developmental delays. “Learn the Signs. Act Early.” (LTSAE), a developmental health promotion program developed by the CDC, provides materials and resources for parents and early childhood professionals to easily track a child’s development with the goal of ensuring that children are referred and receive early intervention in a timely manner. Children who receive early intervention have better outcomes and success in school. The goal of LTSAE is to bring attention to the fact that monitoring a child’s developmental health is as important as monitoring their physical health. Despite guidance from the American Academy of Pediatrics (AAP) for universal developmental monitoring and screening in primary care settings only about a third of children 9 months to 35 months receive developmental screening from a health care provider, and only 37% receive developmental monitoring (Hirai et al., 2018). This low rate of developmental monitoring and screening in health care settings emphasizes the importance of engaging a broader set of professionals in early detection efforts. LTSAE program provides information and free materials targeted specifically for early childhood professionals (e.g., Head Start, Early Head Start, home visitation, and childcare) and parents to regularly monitor a child’s development. The importance of ensuring that children are meeting important milestones and are ready to enter school prepared to learn has never been more critical. The pandemic has heightened the need for resources to track development and connect families to needed supports to address the increased rate of socioeconomic, behavioral, and emotional stress being seen in young children and their families. So, by highlighting LTSAE program in the Clearinghouse for Early Childhood Success it has the potential to increase access and knowledge in the early childhood community of this important resource. An added advantage to the LTSAE program is that it provides information about early childhood development and how to promote development at each age. Brief Summary: This submission targets parents of young children, early educators and other professionals working in systems that support early childhood. The CDC’s “Learn the Signs. Act Early.” program was developed to promote awareness of the importance of early identification of developmental delay or disability. This was in response to the fact that many children were not being identified until entering school resulting missed opportunity and negative long-term outcomes. The campaign has developed extensive resources and training materials that assist parents and professionals with tracking developmental milestones and determining when referral to needed services is warranted. Early educators are in a unique role to help identify children who may need services and supports. Regular and frequent developmental monitoring is critical to ensure children are meeting important developmental milestones and to identify possible delays or disabilities, ensuring they are connected to needed services as soon as possible and prepared to enter school. Community-based professionals who work with families of young children can play an important role in the early identification and referral of children at risk for delay or possible developmental disability. The CDC’s “Learn the Signs. Act Early.” program provides the information and resources for early educators and caregivers to increase their knowledge of development and incorporate regular developmental monitoring. Oklahoma Autism Center Previous Next

< Back Autism Foundation of Oklahoma – Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Date Submitted: Summer 2023 Contact information: Emily Scott, info@autismfoundationok.org Focus population: Children, teachers, owners, caregivers, guardians, parents Goals and outcomes: The TOCA initiative aims to achieve three primary objectives. Firstly, it seeks to enhance knowledge and awareness of autism among childcare providers. Secondly, it aims to establish a comprehensive training program for childcare coaches in Oklahoma, specializing in supporting providers caring for children with autism. Lastly, TOCA aims to provide personalized coaching to childcare providers, catering to the unique needs of each child or classroom, to enhance the availability and quality of childcare services statewide, fostering inclusivity for children with autism. Providing comprehensive training to consultants and childcare providers improves the quality of care for children with autism, offering tailored support to address their unique needs. This project fosters an environment where all children feel accepted and valued, thus promoting inclusivity. The training enhances the professional development of consultants and childcare providers, leading to a more competent and confident workforce. Moreover, it strengthens the support system for children with autism and their families through collaborative networks and family empowerment. Promoting cultural sensitivity and awareness creates a more inclusive and compassionate childcare community. Overall, this project leaves a lasting legacy of inclusivity and support, benefiting children with autism and their families for years to come. Previous Next

A New Model of Care: Little Otter has developed a platform and clinical model to provide virtual whole-family mental health care. < Back Little Otter Health Submission Type: Research-Based Final Rating : Promising Research Focus Area : Infant and Early Childhood Mental Health Focus Population : Children, Caregivers, Guardians, Medical Providers, Parents, and Other Date Submitted : Fall 2024 Contact Information: Rebecca Egger hello@littleotterhealth.com 415-449-2813 333 SE 2nd Ave Ste 2000, Miami, Florida 33131 Goals and Outcomes : Goal 1: To give the young children and families of Oklahoma access to Little Otter’s whole-family measurement-based and evidence-based model of telehealth care. By being able to provide comprehensive services to young children and their families in Oklahoma, our goals would be to • Increase access to evidence-based, developmentally-sensitive, high-quality mental health services to the children and families of Oklahoma. • Improve mental health outcomes for the children, parents, and families of Oklahoma through the implementation of Little Otter’s evidence-based, virtual whole-family mental health care. Since we collect data at every stage of our care journey, we are accountable not only for access to care but also for clinical quality as measured by clinical outcomes. Goal 1 Outcomes: Access and Utilization Metrics • Time from referral to speaking with a licensed mental health provider, time to a fulldiagnostic assessment, and rates of ongoing engagement. Current Metrics: At Little Otter, our families are connected with a licensed mental health provider in less than 24 hours. On average, less than 7 days pass from referral to a full diagnostic assessment. 95% of our families continue after the first session. Our average number of sessions is 12-18. Goal 1 Outcomes: Developmentally-Sensitive Clinical Quality Metrics • Session level measures Symptom Severity and Improvement of Child: Severity of illness at baseline and at the session level (CGI-S), Clinical Improvement (CGI-I), and session-level domain-specific measures specific to the patient’s presentation. Measures are chosen based on the patient’s age and developmental stage. Symptom Severity and Improvement of Parent: When providing direct mental health care to parents, we use the outcome measure listed above. Brief/Executive summary of program : A New Model of Care: Little Otter has developed a platform and clinical model to provide virtual whole-family mental health care. This new model is grounded in science, best clinical practices, and the philosophy that mental health care should address the family ecosystem, not just individual family members. This approach is designed to meet the comprehensive needs of children, parents, and families, aiming to change lives through improved mental health care and strengthened family relationships. • Measurement at every stage of the journey: Our care starts with the Little Otter Child & Family Mental Health Check-up, our proprietary developmentally-sensitive screening tool developed from reliable and valid measures that ensures that we understand the unique needs and strengths of both the individual family members and the entire family system. Based on the results of the Check-up, we administer developmentally-appropriate subspecialty measures to support diagnostic and clinical decision-making and conduct a structured diagnostic assessment to link the family with the appropriate evidence-based clinical care pathways. We then craft measurable treatment goals for care, which include at least one family-focused goal, and collect data at every session to track progress and clinical outcomes. Results guide data-driven decision-making and are shared with parents as collaborators. Our approach to measurement-based care allows us to provide populationlevel data to our partners as well, giving them a better sense of the needs of their population. • Comprehensive, evidence-based care pathways: We provide developmentally-sensitive, evidencebased therapy and psychiatric care for the full range of mental health disorders facing children birth to 18, including dyadic, parent-child interventions for infants and young children. Additionally, we provide evidence-based individual therapy and psychiatric care for parents facing anxiety, depression, ADHD, and traumatic stress, as well as parent coaching to support caregivers in responding to the mental health needs of their children and to support co-parenting and parental alignment. We have a specialized, research-backed perinatal mental health program for birthing and non-birthing parents that focuses on the mental health needs of the parent, infant, and emerging parent-child relationship. Finally, we also offer couples counseling and family therapy services. Little Otter | Mental Health Services for the Whole Family Previous Next

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