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< Back Cognitive ToyBox, Inc. Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Teachers, Parents, Family Child Care Providers Contact Information: Tammy Kwan CEO (646) 820-8635 tammy@cognitivetoybox.com Cognitive ToyBox 150 Court St Floor 2, Brooklyn, New York 11201 Goals and Outcomes: For this submission, we aim to support family child care providers and families with better understanding around school readiness through our game-based assessment platform. Cognitive ToyBox helps school administrators, teachers, child care providers, parents and other family members make sure that every child is ready to start school and succeed in life. We do this by making ongoing assessment easy and actionable for early childhood educators. Well-planned and effective assessments inform teaching and program improvement, contributing to better outcomes for children (Snow & Van Hemel, 2008). Currently, the primary method of obtaining information about student progress in early childhood education programs is through teacher-conducted observation-based assessment and evaluation against developmental guides. However, an observation-only assessment approach poses limitations in reliability, validity, and usability. Cognitive ToyBox provides teachers and child care providers with a hybrid game-based and observation-based assessment system. This approach is designed to support teachers and child care providers in spending less time on assessment, while gathering reliable and valid data on an ongoing basis. Cognitive ToyBox is designed to help programs shift from assessment for compliance to assessment for continuous program improvement. Importantly, Cognitive ToyBox also makes assessment accessible for programs, including family child care providers, that traditionally have not been able to incorporate assessment, given its ease of implementation. The aim of Cognitive ToyBox is to give teachers and child care providers more individualized support for children, enabling them to thrive. One strength of Cognitive ToyBox is our experience working with many different types of early childhood programs, including home-based child care, community-based childcare programs, Early Head Start and Head Start programs, and public PreK, TK, and K programs. With this submission, we aim to support family child care providers in OK who are interested in incorporating assessment into their program, but have traditionally not been able to find the right tool to do so. Moreover, with the assessment tool, we aim to strengthen collaboration between parents and family child care providers in supporting school readiness for each child. Brief Summary: Cognitive ToyBox works with school and center-based early childhood education settings, including Oklahoma City Public Schools, on early childhood assessment. With this submission, we are proposing to expand our work to family child care providers (and the families they support) in Oklahoma. Our tools are currently utilized by family child care providers in Texas and Pennsylvania and research has shown that providers can experience a high degree of success in integrating and using our tool (Kwan, 2021). The providers’ adoption of Cognitive ToyBox in these two states has enabled them to improve their QRIS rating, while at the same time provide more information to parents and caregivers about how to support their children with regards to school readiness. Given the positive experience that Oklahoma City Public Schools administrators, teachers and families have had with the product, we are keen to add Oklahoma as the third state to expand our family child care provider offering. We would be eager to work with Oklahoma’s existing infrastructure around Shared Services and their Childcare Resource and Referral services to ensure a smooth roll-out and implementation to their providers. Citation: Kwan, T. (2021). Supporting family child care providers and networks with Cognitive ToyBox. New York, NY: Author. Cognitive ToyBox Previous Next

< Back Community Garden Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2025 Focus Area: Healthy Environments and Relationships Focus Population: Children, Teachers, Parents Contact Information: Samantha Stanely Director (405) 542-5437 cometlearningcenter@gmail.com Comet Learning Center 124 Eagle Rd, Hinton, OK 73047 Goals and Outcomes: Goal 1: Improve access to fresh, healthy food for rural residents that d. • Grow a variety of fruits and vegetables to supply at least 30 families with fresh produce during the growing season. • Establish a weekly produce distribution or farm stand accessible to the community. Goal 2: Promote community engagement and collaboration. • Recruit at least 10 families to participate in garden planning, planting, and maintenance. • Host quarterly community events (e.g., planting days, harvest festivals) to build social connections. Goal 3: Provide educational opportunities on gardening, nutrition, and sustainability. • Offer workshops on topics such as composting, seasonal planting, and healthy cooking. Brief Summary: 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. The primary population targeted includes residents of our rural neighborhood, particularly low-income families, seniors, and youth who may face limited access to nutritious food options. The initiative also encourages participation from families enrolled in our program, community organizations, and volunteers to foster inclusivity and shared responsibility. Child Care Locator - Provider Details - K830053634 Previous Next

< Back Calm, Aware, Present (C.A.P) Train the Trainer Program Submission Type: Practice-Based Final Rating : Best Practice Focus Area : Infant and Early Childhood Mental Health Focus Population : Children, Teachers, Caregivers, Guardians, Administrators, Parents Date Submitted : Fall 2024 Contact Information: Carol LaRue LifeCentrics LLC carol@artofselfhealth.com 913-341-6607 55610 E 315 Rd., Jay, OK 74346 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 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. Mindfulness | Life Centrics The Art Of Self-health | Grove Previous Next

The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. < Back Pyramid Model Date Submitted: 09/08/2021 Contact Information: Paula A. Brown Head Start Collaboration Office Director (405) 949-1495 headstart@okacaa.org Oklahoma Association of Community Action Agencies 605 Centennial Blvd., Edmond, OK 73013 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. We will reach this goal by ensuring Oklahoma early childhood practitioners, in partnership with families, have the knowledge, skills, disposition and supports, based on Pyramid Model practices, to nurture infants and young children’s social emotional well-being within their family, culture, and community. We will use a cohesive, effective approach to promoting young children’s social emotional development, addressing the needs of young children with challenging behaviors and special needs in an integrated model of tiered support that aligns with social and person skills concept area of Oklahoma’s early learning guidelines. For this project, the Oklahoma Association of Community Action Agencies, in partnership with the Pyramid Model Consortium and the Oklahoma Pyramid Model State Leadership Team, will address six objectives: Enhancing the capacity of the early childhood workforce to adopt the Pyramid Model; Increasing the number of high-quality Pyramid Model trainers and coaches; Developing a high-fidelity program-wide/community-wide implementation sites; Partnering with families to enhance skills and strategies to support their children; Increasing children’s pro-social skills and reducing challenging behavior; Preventing and severely limiting expulsion and suspension in early childhood settings. The Pyramid Model is a conceptual framework of evidence-based practices for promoting young children’s social and emotional competence and for preventing and addressing challenging behavior. It was developed 20 years ago with funding from the U.S. Departments of Health and Human and of Education, with an extensive research base on its efficacy and its implementation (using Implementation Science). The work will provide training, support and technical assistance, integrated with existing state initiatives (e.g., Project Hope work, trauma informed care) to ensure its success in Oklahoma. The proposal builds on Oklahoma’s Pyramid Model work already underway. The state created a cross-sector State Leadership Team to implement the Pyramid Model through professional development, local implementation sites, and a plan to evaluate the work. Our target population is children and families served by licensed childcare facilities in Oklahoma, including centers, Head Start/EHS, and family child care homes. Brief Summary of target population and issues/challenges: In targeting licensed child care, we will identify and recruit implementation sites from these facilities with a priority on those serving economically disenfranchised or historically marginalized communities. Young children’s behavioral health is a critical aspect of development and strongly associated with school readiness. The proposed work will address social emotional needs of young children by helping children develop skills to manage emotions and create strong relationships with adults and peers, skills highlighted in Oklahoma’s Early Learning Guidelines. But some children struggle. Up to 15% of preschoolers have behavior problems; percentages are higher for children living in poverty or with disabilities. Implicit bias in some settings lead to a disproportionate number of children of color, specifically black boys, being expelled or suspended. Our approach to address social emotional needs of young children is based on the Pyramid Model because it represents a compelling research-based approach to promote social emotional competence in young children. It includes practices that address cultural factors influencing social emotional development and support diversity, equity, inclusion and belonging. These practices, identified through a systematic review of the research, align to the model’s three levels creating a multi-tiered system of support. The Pyramid Model provides a program-wide/community-wide approach. Using a concrete implementation process, informed by Implementation Science (their lead researcher called the Pyramid Model among the best examples of implementation), targeted child care licensed facilities will develop the capacity to train and coach staff to fidelity on the practices and measure their implementation and outcomes to assure success. Our confidence in this approach is based on 20 years of work, preparing 35,000 trainers and 15,000 coaches, training 750,000 providers, and reaching over 5 million children. The work has been replicated, sustained, and scaled up across every kind of early childhood setting, in 35 states and 50 countries. Previous Next

Twelve percent of Oklahoma children live with parents with less than a high school diploma, and Medicaid pays for nearly 60% of births. < Back Early Birds Childcare Collaborations Submission Type: Innovative Ideas Final Rating: Innovative Idea Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents Contact Information: Sarah England Grants Director 405-609-8994 SEngland@SunbeamFamilyServices.org Sunbeam Family Services, Inc. 1100 NW 14th Street, Oklahoma City, OK 73106 (Previously Smart Start Central Oklahoma) Goals and Outcomes: Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. We work to advance this goal through our mission to equip parents and caregivers to serve as a child’s first and most influential teacher. The focus of our programming is to boost school-readiness skills of children under five. Our clearinghouse submission has three intended outcomes. First, we will get more quality learning materials in the hands of more children. Kids learn by doing, and the quality of toys available to them matter. Toys that build hand-eye coordination, boost literacy and numeracy skills, and teach basic concepts are best for cognitive development. Unfortunately, these toys are usually more expensive to obtain and thus out of reach financially for many families. Smart Start believes that all children deserve the same opportunities no matter their socio-economic status. Our clearinghouse submission will introduce these quality materials into more childcare facilities around the state. Second, we will enhance the quality of childcare available to families by training providers in our Early Birds educational program. Smart Start believes that parents are a child’s first and most influential teacher, but we realize most parents require childcare in order to provide a quality life for their families. Our clearinghouse submission will train childcare providers to incorporate learning opportunities into their facilities thereby equipping children with the skills they need to succeed in kindergarten. This train the trainer approach will allow providers to teach Early Birds curriculum to parents reinforcing the lessons and placing quality learning materials in the family home. Third, we will improve the school readiness of children under five in the state of Oklahoma. Smart Start’s Early Birds program effectively prepares children for school. In fact, 93% of children enrolled in Oklahoma City Public Schools that had a parent attend just one Early Birds class achieved kindergarten benchmarks compared with peers that did not have a parent enrolled in Early Birds. We believe our program can boost the school readiness of children throughout our state. Brief Summary: Twelve percent of Oklahoma children live with parents with less than a high school diploma, and Medicaid pays for nearly 60% of births. A quarter of all children under age five are living in poverty. Smart Start Central Oklahoma believes that all parents want to do what’s best for their children; however, when dealing with the challenges and stresses of poverty and low education, parents may be unequipped and/or unaware of the vital role they play as their child’s first and most influential teacher. Research shows that children are more likely to succeed in learning when their caregivers actively encourage them. All families need support to help their children thrive. Childcare providers also need training and support to create an encouraging and nurturing environment for the children in their care. There is a strong connection between early childhood experiences and the level of success that the child achieves later in life. A child who enters school without a strong foundation runs a significant risk of starting and staying behind. Investment in the early years saves money in the future and strengthens our community’s future economic position. When kids enter school ready to learn, it reduces remediation costs, teen pregnancy, job training costs, public assistance, and crime rates. In contrast, school readiness increases graduation rates, workforce readiness, job productivity, community engagement, and lifetime income. Smart Start relies on fundraising through grants, corporations and individuals to provide our signature Early Birds program free of charge for parents and caregivers of children from birth to age five. This grant will provide Early Birds training and learning materials for childcare providers, who can then opt to provide the program to the families in their centers. Early Birds builds on parents and caregivers’ existing strengths and arms them with the knowledge and resources they need to ensure their children start school prepared to succeed. Although the majority of Smart Start families are low-income, we do not have program eligibility requirements. We have seen that programs work best when caregivers from diverse backgrounds can come together and share their experiences. This grant provides an opportunity to strengthen the partnership between the childcare provider and the parents and families of the children in their care to help both feel supported and well equipped to support the child’s development. Early Birds - Parenting Program Previous Next

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

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

< Back 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 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

< Back Infant and Early Childhood Mental Health Program Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Children, Caregivers, Guardians, Parents Contact Information: Elizabeth Bard, Ph.D. Associate Professor (405) 271-5700 Elzabeth-Bard@ouhsc.edu Oklahoma University Health Science Center (OUHSC) Child Study Center 1100 NE 13th Street, Oklahoma City, OK 73117 Goals and Outcomes: The Child Study Center (CSC) has played a valuable role in supporting the Oklahoma Department of Human Services’ (OKDHS) and Oklahoma Department of Mental Health and Substance Abuse Services’ (OKDMHSAS) statewide efforts for prevention and early intervention of early childhood. The goals of this submission are to support funding to develop and enhance a specialized program for assessment and treatment in early child development to identify early needs. The outcomes include: 1) early identification of children at risk, 2) prevention and intervention for children impacted by adverse childhood events, 3) facilitate family bonding and attachment with direct caregiver involvement that better serves the caregiver and the development of the child, 4) reduce long-term behavioral and emotional risks as children develop into school age years, and 5) increase placement stability. Without funding support, children zero through six will lose access to early intervention services at CSC. This program will support multiple providers who received specialized training in assessment and intervention services for children who are at risk for developing social, emotional, and/or behavioral problems. Services offered have been specifically developed to serve children who have been impacted by Adverse Childhood Experiences (ACE’s) (i.e., substance abuse in the home, child abuse/neglect, change in placement, parental mental illness, and domestic violence) and their families. Early intervention with evidence-based treatments (EBT’s) is highly regarded as “the Gold Standard” to strengthen the family system and provide actionable skill sets for the caregivers. With early intervention, research shows, children are better equipped to be successful in early childhood settings and their overall development can be enhanced. This program incorporates assessment, intervention options, intensive case management, and specialized supervision of providers. Children impacted by ACE’s are at an increased risk for challenging behavior, difficulty with attachment, and struggle with regulating their emotions. In addition, as children age, there may be negative impacts surrounding academic performance, relationship challenges, and an increased risk for mental health concerns. Therefore, providing infant mental health assessments is crucial to quickly determine a need for early intervention for families impacted by ACE’s. Brief Summary: The Infant and Early Childhood Mental Health Program will serve the child welfare population ages zero to age six. The clinic will focus on early identification, prevention and intervention for children and their caregivers (biological and foster) who are involved in child welfare. The Infant and Early Childhood Mental Health Program will conduct comprehensive developmental assessments to evaluate cognitive, language, motor, social and emotional, and attachment for children ages zero to six who are involved in child welfare. This is to discern early intervention needs and to identify and implement best practices that support early child development. Developmental & Behavioral Pediatrics for Children in Oklahoma | Okahoma Children's Hospital OU Health 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 Healthy Bodies, Healthy Minds Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents Contact Information: Quisha Beardsley Executive Director 405-525-3111 Rainbow Fleet Child Care Resource & Referral 1105 NW 45th St, Oklahoma City, OK 73118 HOME - Rainbow Fleet Child Care Resource and Referral Goals and Outcomes: Rainbow Fleet Family Child Care Healthy Bodies, Healthy Minds program intends to improve the quality of life, especially for children receiving childcare subsidies. Through our intention to serve families, our goal is to partner with providers, parents and children to remove barriers so that every child has a greater understanding of nutrition and physical activity. By enhancing access to nutritional foods and comprehensive training we expect obesity and tobacco use rates to decline. We will serve a total of 216 Family Child Care Homes, with a direct impact on approximately 1,712 children, not to mention the residual impact of additional family members. We will collect pre-program data and post-program data from each participating location and have scores to compare for each site. We will also have a selfassessment/evaluation for each program to complete at the end of their participation. This will allow us to measure and track the impact of increased physical activity, nutritious foods, self-regulation and coping, and the number of children attending well child visits with a trusted Pediatrician. We seek to increase the number of tobacco-free childcare homes by providing training and education to providers and parents. This will be accomplished by enhancing the nutrition of the foods served, prepared, and grown at the child-care home. Tobacco-free environments are important to eliminate secondhand smoke, e-cigarette aerosol, and reduce thirdhand smoke for children. Additionally, it reduces tobacco related disease and death and motivates smokers to quit. This has a profound opportunity to reduce tobacco use initiation among youth. In modeling our approach after Tobacco Free Wichita and their success through “Clean Air, Child Care” we intend to partner with the City of Oklahoma City to launch this initiative. Providing opportunities for public recognition of the childcare homes committed to the long-term health of our community will aide in garnering support and participation in the program. Brief Summary: Our target audience is Family Child Care Homes (FCCH) in Oklahoma county, with particular attention to zip code 73111. According to the Oklahoma State Department of Healthy Vital Records from 2013-2015, there’s an 18-year gap in life expectancy across different city zip codes. We strongly believe that by addressing access, training, and services to nutrition and physical activity in childcare homes, we can begin to address the 18-year gap in life expectancy. Rainbow Fleet will recruit 72 FCCH’s to participate in the program annually for a period of three years. With a starting point in zip code area 73111, we will branch out to all surrounding areas in Oklahoma County until we reach a total of 216 Family Child Care Homes at the conclusion of three years. There are currently 301 family childcare homes in Oklahoma County. This 3-year program would impact approximately 1,712 children and 216 providers, not to mention the residual impact of additional family members. Health issues facing the targeted demographics are chronic lower respiratory disease, heart disease, obesity, adverse childhood experiences, increased levels of smoking among high schoolers, lack of physical activity, and an absence of routine checkups with a primary care physician. (Oklahoma State Department of Health, State of the State’s Health Report, 2/26/2019) Through our targeted efforts we will be able to provide resources and intensive training to address increased physical activity, nutritious meals, and attempt to connect them with a local pediatrician for routine well-care visits. Healthy Bodies, Healthy Minds: Nutrition Workshops for Teachers | SNAP-Ed Previous Next

The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. < Back Early Learning Works Date Submitted: 04/2022 Contact Information: Director, Early Learning Works by Tulsa Educare Maria Carlota Palacios, LCSW 918-77906005 Mariap@tulsaeducare.org Tulsa Educare, 3120 E. Seminole Street, Tulsa, Oklahoma 74110 Rating Category: Innovative Idea Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents Goals and Outcomes: The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. The population of Tulsa County increased nearly 8% from 2010 to 2021 to 651,552. This growth rate exceeded that of the United States and it was mainly due to growth in the Hispanic community. The Hispanic population is one that characterizes itself for having young families with very young children. According to the Oklahoma Department of Human Services, there is only one ONE-Star licensed Hispanic (or Spanish speaking) child care home in Tulsa County. Child care plays a vital role in ensuring that parents/caretakers can work, children can learn and the economy can thrive. There are national trends well reflected in the state and local numbers in Oklahoma and Tulsa County. With fewer child care facilities available, it is harder for families to find and afford child care. According to the National Center on Early Childhood Quality Assurance, more than 97,000 child care homes closed in the United States from 2005 to 2017 (Information from an unpublished analysis by the National Center on Early Childhood Quality Assurance of data collected from the 2005 and 2017 National Association for Regulatory Administration Child Care Licensing Programs and Policies Surveys conducted in October 2019). That is a 48% decline only on family child care facilities. This trend continues nationally, and made worse since the global COVID pandemic that started in 2020. And in Tulsa County, in the midst of population growth, there has been a decrease in child care capacity of more than 2,500 seats between 2015 and 2020. Brief Summary: Building the Next Generation of Tulsa’s Quality Family Child Care (Next Gen) is an innovative program designed to increase the number of family child care programs in Tulsa. Providing comprehensive, intensive, and ongoing supports to participants, Next Gen will ensure both pedagogical quality and business sustainability. Early Learning Works (ELW) will identify caregivers, guardians and parents or other members of the community interested in pursuing FCC licensure. ELW will determine applicant eligibility for licensure; provide intensive cohort-based training; visit participant homes to support compliance with physical facilities requirements; provide individualized coaching to ensure progress in meeting licensing milestones; offer grants to support minor renovations needed to meet licensing requirements and to purchase play materials, furnishings and other supplies needed to open a new program; and, provide ongoing individualized coaching to ensure participant progress in enrolling children, meeting quality and accreditation standards, completing credentialing and educational degree attainment goals, and tracking and reporting financial information. Cohort-based training will be provided in English and Spanish in two separate trainings, and include child development, culturally appropriate practices, child assessment, and other aspects of pedagogy; parent engagement and communication, resource and referral to health and social services, and other aspects of family partnership; mandated reporter training, nutrition, and other aspects of health and safety; automation, marketing, invoicing and fee collection, budgeting, tax preparation and fiscal reporting, and other aspects of effective business practices; licensing regulation, quality and accreditation standards, pathways to credentials and education degrees, and other aspects of quality programming. Ongoing coaching and training will be provided using evidence-based programs that are available in both Spanish and English: LENA Grow for Family Child Care and ParentChild+ Home-Based Child Care Model (possible resources to access). LENA Grow offers in person or virtual coaching focused on boosting positive interactions within existing daily care routines. ParentChild+ is a 24-week program in which FCC providers receive 48 home visits and acquire a library of 12 high quality books and educational materials. ELW will provide age-appropriate educational materials. 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

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. < Back Air Quality and Filtration in Early Childhood Settings Submission Type: Innovative Ideas Final Rating: Innovative Idea Date Submitted: Fall 2022 Focus Area: Healthy Environments and Relationships Focus Population: Children, Teachers Contact Information: Early Childhood Education Institute (ECEI) at OU-Tulsa Barbara Fuhrman is a Ph.D. Epidemiologist Changjie Cai is Assistant Professor, Department of Occupational and Environmental Health ecei@ou.edu (918) 660-3907 4502 E 41st St. , Tulsa, OK 74135 Goals and Outcomes: The overall goals of this project are to investigate the feasibility of using inexpensive air filters in ECE classrooms and if the reliable use of air filters improves the classroom air quality and results in positive impacts on children’s health and behavior. We view this as a test of the potential for a low-cost and lowburden intervention (air filters) to have a significant impact on children’s health which provides the foundation for children to engage and benefit from all the ECE classroom has to offer in supporting their growth, development, and learning. The goals of this pilot project are to answer these questions: • Can affordable air filters be reliably and accurately used in ECE settings serving children birth through age 4? • With proper use, can affordable air filters make a measurable and meaningful difference in the indoor air quality in ECE classrooms? • What are teachers’ experiences and perceptions of their use and value of air filters in ECE classrooms? • Is an improvement in indoor air quality of ECE classrooms associated with relevant health and developmental child outcomes including absenteeism, frequency of respiratory illnesses, and behavior? Pilot Study Design: The following design will be used to answer these questions-- This pilot study will be a 12-month project so that air quality can be assessed during all seasons because past research has documented seasonal variations. The study design will be a cross-over study – this means that all involved classrooms will use the air filters at some time during the study. This ensures any potential benefits will be experienced by all classrooms. To reduce the costs of the most expensive equipment (the air quality measurement devices), OU research staff will move the equipment as needed to follow the study design (shown in the appendix). ECEI staff will collect teacher and child data monthly. We will purchase 24 air filters and 12 instruments for measurement of air quality. Air filters will be used in 24 classrooms at 6 schools. Filters will be run for a total of 6 weeks in each classroom and season. Timing of filter use will be assigned by classroom, to schedule A or B, and timing of measurements will be assigned by school, to schedule 1 or 2. We will also purchase spirometers for testing lung capacity of the oldest children in this sample—this is to see if the children can do this test (will be described as blowing up a balloon). This design will require moving measurement devices between schools on an approximately monthly basis. Because we anticipate there may be higher electricity costs due to the use of the filters, we plan to award each program welcoming this project into their classrooms a $50 stipend per participating classroom. We will compare energy costs during the study period to costs during the previous year, in order to estimate the costs in terms of energy used, and billed amounts. We will try to measure lung capacity on some 4-year-olds with their parents’ consent. This is to test is children this young can complete the test—which involves exhaling until all air is pushed out of the lungs. We want to do this to inform future study design. We plan to use the results of this pilot to inform future grant applications submitted to federal funders to do more extensive studies. In essence, this project will be a proof of concept project. At the end of this pilot, we would disseminate the resulting preliminary results to various audiences in Oklahoma, including first sharing with the participating ECE programs. We also plan to use the findings and our “lessons learned” to propose a larger study to generate more robust results. At that point, we would disseminate the results more widely with the rationale for using air filters and recommendations about improving air quality in ECE settings. The results of our work would provide information about what is necessary for teachers and ECE centers to use the air filters successfully, the anticipated impact in terms of measured air quality, and associated child outcomes in a number of developmental areas including health outcomes. Brief Summary: 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. Thus, an important first step is to study the teachers’ implementation of air filters in real ECE classrooms. As a pilot, our focus will be on a few, key child outcomes related to absenteeism, reports of respiratory illnesses and behavior, and a measure of lung capacity (only for 4-year-olds). For children to profit from the promise of ECE classrooms, they need to be present and healthy to engage in the planned curriculum. We propose to conduct a mixed-methods (using both qualitative and quantitative approaches) quasiexperimental (using naturally-occurring groupings meaning classrooms in ECE settings) pilot study. We summarize the main components of our proposed study below. A more detailed descriptions of our methods (including study design and analyses) is in the appendix. Teacher Data: • Quantitative data will be collected via a teacher survey to get information about teachers’ experiences introducing and using air filters in their ECE classrooms. • Qualitative focus groups will be conducted with all teachers to gather additional information not easily captured in a survey. For example, their perceptions and beliefs about the efficacy of air filters. We will also ask about their feedback for project improvement and use in future studies. Child Data: The main purpose of this pilot project is to test IF air filters can be successfully introduced and used in ECE classrooms, and IF measurable and meaningful differences in air quality can be achieved. Thus, we will focus on only a few key child outcomes in this initial study. Child measures, collected via teacher surveys, will include child absences, reported respiratory illnesses, and behavior. The measurement of child lung capacity will tried with 4 -ear-olds whose parents consent given this technology has not been used with children this young. Classroom Data: Numerous indoor air pollutants have been recognized and we will measure several, including nitrogen oxides (NOx), sulfur dioxide (SO2), ozone (O3), carbon monoxide (CO), volatile and semi-volatile organic compounds (VOCs), particulate matter (PM), and microorganisms. Two common microorganism samples will be collected periodically, mold and endotoxin. Early Childhood Education Institute 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

< Back Parent Advisory Committee (PAC) Course Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Fall 2021 Focus Area: Social Emotional Learning Focus Population: Children, Caregivers, Parents, Guardians Contact Information: La’Chanda K. Stephens-Totimeh Community Manager 405-317-4021 Lachanda-totimeh@ouhsc.edu OUHSC Developmental and Behavioral Pediatrics; Center on Child Abuse & Neglect 1000 NE 13th St. 4th FL Nicholson Twr 4200, Oklahoma City, OK 13104 Goals and Outcomes: The primary goals of this submission are to (1) promote a state-wide training program in developing and maintaining effective Parent Advisory Committees and (2) to secure funding to support this training program. The intended outcomes are to launch Parent Advisory Committees (PACs) for child and family serving organizations and programs across the state of Oklahoma and provide continued training and support for these PACs to ensure their effectiveness and sustainable implementation over time. More specifically, building off our established history of successfully developing and maintaining an effective Parent Advisory Committee, the Oklahoma Health Sciences Center’s SafeCare© Parent Partnership Advisory Committee (SC PPAC) plans to facilitate a training for outside agencies to develop and maintain their Parent Advisory Committees (PACs). We plan to offer several options for this training including a comprehensive course on the development of PACs, which is designed for professionals without experience designing or maintaining a PAC or parenting board. This course consists of 2 all-day trainings (8 hours each) and 10 monthly 1.5-hour calls on select topics (e.g., diversity and inclusion, implementation, progress reports from trainees). Agencies across the state are eligible to participate as trainings will be held virtually. Brief Summary: Research studies, such as the Adverse Childhood Experiences (ACEs) study, support the premise that early adversity impairs children’s development and health. Further, inequities at the individual, family, and systems level must be addressed to truly enhance the well-being of children. Other research has indicated there is a continuum of services, including home-based parenting programs (also called “home-visiting), that positively impact caregivers’ ability to provide nurturing, stable relationships. These services have been found to enhance protective factors, mitigate the impact of early adversity, and potentially prevent the occurrence of ACEs. Importantly, to improve the continuum of services addressing and preventing ACEs, parent outreach is needed to help bolster family protective factors and community voice is needed to inform policy and funding decisions. Community voice is essential for combating inequities through providing more congruent, relevant services. Further, an understanding of the barriers of high-risk families in accessing needed services is needed when making policy and funding decisions. Over the past ten years, the University of Oklahoma Health Sciences Center’s SafeCare© Parent Partnership Advisory Committee has provided parent voice to educate and support legislators and key stakeholders in making policy and funding decisions based on key areas including: a) parenting and support programs to support high-risk families (home-based parenting, community mental health, etc.), b) high quality physical and mental health care and emotion socialization for children and their caregivers, c) affordable and safe housing for high-risk children and families, d) high quality early childhood education programs, e) high-quality, nutritious food, and f) employment and educational opportunities for caregivers. Our proposal is targeted to all family-serving agencies in Oklahoma that wish to start up their own parent partnership advisory committee. We propose to train these agencies on the creation and sustainable implementation of parent partnership advisory committees and will provide year-long technical assistance to all participating agencies. 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

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

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