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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

< 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

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

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

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

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

Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. < Back Conscious Discipline Date Submitted: 09/07/2021 Contact Information: Sarah England Grants Director 405-609-8994 SEngland@SunbeamFamilyServices.org Sunbeam Family Services, Inc. 1100 NW 14th Street, Oklahoma City, OK 73106 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: Conscious Discipline is an evidence-based, trauma-responsive, adult-first approach to self-regulation. It integrates social and emotional learning, equitable school culture, theory and application, and research and brain-based discipline practices in a single methodology, providing a pathway to resiliency and creating systemic and sustainable change. For more than 25 years as an SEL leader, our company’s vision has been to create “an interconnected world of conscious adults capable of responding instead of reacting to conflict, creating safe homes, safe schools and a safe planet.” Conscious Discipline affects this change by requiring adults to examine their social-emotional aptitudes and mental models so they can address or acquire missing, ineffective or weak skillsets. With this upgraded SEL toolbox, adults are then able to teach healthy SEL skills to the children in their care through both lessons and day-to-day interactions. Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. They then infuse SEL into all aspects of classroom management, instructional practices and school culture, and utilize everyday life and conflicts as their core SEL curriculum rather than relying on separate lessons. The social world of the school becomes the core curriculum. In most schools, the socialization process is unconscious— a “Do as I say, not as I do” approach. A common example of this is a school that verbally promotes inclusion while simultaneously relying on reward and punishment systems that inherently support an exclusionary, better than/less than culture. Another common example would be teaching a boxed lesson about respecting others while using a “green to red” card system that relies on fear and humiliation as a discipline strategy. The goal of Conscious Discipline is to make the cultural socialization of the school conscious, healthy, and in alignment with the vision and mission of the school’s stakeholders. In short, Conscious Discipline empowers teachers to create a conscious “Do as I do” environment in which children can experience the physical, social and emotional safety and connection necessary for them to learn, explore and grow to reach their fullest potential. Brief Summary of target population and issues/challenges: Throughout its 25 years as an SEL leader, Conscious Discipline has been rooted in neuroscience, trauma-responsive interventions and an inclusive culture of learning. It utilizes a hierarchical brain state model to increase understanding; is built on the metaphor of a healthy family instead of a factory; and creates an equitable lens and systems that ensure the optimal development and achievement of all. Conscious Discipline serves infant through elementary aged children. It is suited to any agency or individual that wants to create transformational change by integrating the following initiatives into one comprehensive program: Social and emotional learning (adults and children) Equitable school culture (adults and children) Brain-based discipline strategies embedded in neuroscience Trauma informed and trauma responsive care (adults and children) The goal of Conscious Discipline is for adults and children to become disciplined enough to set and achieve goals, conscious enough to know when they’re off track, and willing enough to return to a path of highest potential for themselves and others. To achieve this goal, adults must learn to regulate our thoughts, feelings and behaviors in order to model and teach this process for children. Most of us spend more time thinking about others’ thoughts, feels and actions than our own. We expend more energy trying to control others than we do regulating ourselves. By working with adults first and children second, the above four initiatives merge into one sustainable whole as we learn the fundamental skills and growth mindsets needed to create and maintain healthy relationships. One of the greatest challenges educators face is how to create healthy relationships with relationship-resistant or reluctant learners. Without a felt sense of safety and belonging, children will act out their inner pain on themselves or others. Disruptive and dangerous behaviors are common, while learning is impossible for them and impeded for others. The human brain is a social brain. Adults’ and children’s brain are always unconsciously asking, “Am I safe?” and/or “Am I loved (do I belong)?” Once we create a learning environment in which all members can answer “yes” to these questions, then and only then, can the brain consciously ask, “What can I learn?” Visit ConsciousDiscipline.com to learn more or to bring Conscious Discipline to your school or agency. 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< Back Child Care Director Training with the National Administrators Credential (NAC) Submission Type: Practice-Based Final Rating: Best Practice Date Submitted: Spring 2022 Focus Area: Child Development Focus Population: Teachers, Owners, Administrators Contact Information: Oklahoma Child Care Association Oklahoma Child Care Association | Professionals Serving Professionals P.O. Box 2485 Oklahoma City, OK 73102 Goals and Outcomes: OCCA aims to provide scholarships for the National Administrator Credential for early childhood education program directors and administrators in Oklahoma. The National Administrator Credential or NAC credential course was developed for center directors, emerging leaders and childcare professionals. NAC is a comprehensive, forty-five hour course conducted online, and is awarded for demonstrated mastery of child care administration skills. By promoting the NAC credential, we hope to increase quality in the delivery of care in all home and center settings. The NAC credential serves as an approved component to meet the Oklahoma Director’s Credential for those providers who are seeking to meet the requirements for director of a childcare center or home program as defined by OKDHS. NAC is also designated as a contributing element in the newly revised Quality Rating and Improvement System in OKDHS’ Reaching for the Stars program and can factor into a program’s ability to increase its OKDHS Star level. By providing scholarships for the NAC, we can alleviate some of the expense that is necessary for increasing a program’s Star rating, which in turn, increase the level of quality of the program. NAC scholarships will also provide much needed support to the workforce as more providers obtain their Oklahoma Director’s Credential. The objective of the OCCA is to train and support 100 childcare providers across the State of Oklahoma to obtain the National Administrator Credential over a 2 year period. The NAC course offers childcare and education directors and administrators forty-five (45) hours of high quality, relevant education. • Candidates complete real-world projects and relevant reading assignments. • Each candidate has 180 days (6 months) to complete this 45 hour program. The course is self paced, and the candidate may work through the course as speedily or leisurely as they wish. The course is designed with flexibility in mind, but cannot be completed within 10 days. • Assignments are graded by a live instructor who will work with you to ensure success. The instructor endeavors to have all assignments graded within 24 hours during the week. Brief Summary: Director qualifications are a vital part of every early childhood program. A director is responsible for all aspects of the daily activities their center or homes’ program which include the supervision and leadership of staff with the caring and teaching of children. Directors typically supervise and direct staff, prepare budgets, develop educational programs, and oversee regulatory requirements of their program. A director often assists staff in solving conflicts between children and helps them communicate with parents and other staff. A director ensures their center’s facilities are maintained, clean, and foster a welcoming and nurturing environment. Some programs receive state and federal funding and directors must ensure all state and federal guidelines are met. A childcare director should be skilled in business, communication, organizational, leadership, and have interpersonal skills. All of which translates to a higher quality early childhood setting that encourages healthy child development and growth. National Administrator Credential (NAC) is a national childcare administrator credential that aims to provide comprehensive management training for early childhood practitioners. The NAC is NECPA’s flagship director credential course with a long and rich history in the U.S. and beyond. It is recognized in all fifty states, by accrediting bodies and quality rating systems, and is accepted as a direct component for director credentials in the following states: Alaska, Arizona, Iowa, Florida, Georgia, Louisiana, Maryland, New Mexico, Michigan, Oklahoma, Utah, Texas, and Virginia. The NAC is recognized as a mark of excellence that designates professionals who have demonstrated the knowledge that is essential for managing a childcare program. Oklahoma National Administrator Credential - NECPA Previous Next

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

ELQA: Starting Right proposes to implement the ELQA and professional support in at least 20 classrooms in ten rural Oklahoma public elementary schools and selected childcare centers, Head Starts, and public preschool/pre-k programs that feed into each school. < Back ELQA Starting Right – CECPD Submission Type: Research-Based Final Rating: Promising Research Date Submitted: Fall 2023 Focus Area: Child Development Focus Population: Children, Teachers, Caregivers, Administrators Contact Information: Center for Early Childhood Professional Development (CECPD) (405) 799-6383 cecpd@ou.edu 1801 N. Moore Ave., Moore, OK 73160 Goals and Outcomes: The goal of ELQA: Starting Right is to improve access to and use of high-quality early literacy and numeracy measurements and scientifically based strategies for differentiated instruction in preschools and childcare centers. Regular use of valid, reliable, yet quickly administered measures can help identify children at-risk, organize groups for most appropriate learning activities, and monitor ongoing progress effectively. Consistent implementation of proven instructional strategies has been shown to close achievement gaps and support a diverse population of learners. ELQA: Starting Right proposes to increase:  • the number of children in preschool who are accurately identified as being “at-risk” for academic difficulties, • the academic content to which preschool children are exposed, • the time spent in instructional domains of literacy/language and numeracy, and • the number of teacher professional development opportunities that focus on literacy and numeracy strategies for young children (ages 3-5). According to Joyce and Showers (2002), effective professional development must include four components: initial instruction, 2) demonstration, 3) practice and feedback, and 4) coaching and follow-up. ELQA: Starting Right will provide: • effective teacher professional development in assessment implementation and research-based teaching strategies to ensure children are learning necessary cognitive skills, • ongoing expert instructional coaching (on-site and virtual), • support for children and teachers/caregivers during the transition to kindergarten, and • communities of practice for participating teachers/caregivers to share ideas and reflect on early learning best practices to ensure the sustainability of the initial project. CHILD OUTCOMES Children will develop important literacy/numeracy prerequisite skills and understandings including: Early literacy concepts • oral language (vocabulary development, expressive language, and listening) • phonological awareness • concepts about print • alphabetic knowledge Early numeracy concepts • number recognition • numbers and operations • displaying and analyzing data • geometry • algebraic thinking By learning these concepts, children will enter kindergarten with the prerequisite literacy/numeracy skills to be successful throughout their educational careers. TEACHER OUTCOMES Classroom teachers, teacher assistants, and administrators will: • increase their knowledge of children’s literacy and numeracy development, assessment and instructional planning, and children’s diverse literacy/numeracy needs; • deliver appropriate early literacy/numeracy instruction in oral language, phonological awareness, concepts about print, and alphabetic principle, number recognition, numbers and operations, displaying and analyzing data, geometry, algebraic thinking, and measurement and data; • administer appropriate literacy/numeracy assessments, interpret assessment results, use assessment results to identify children at risk for reading failure, and use assessment results to plan instruction for all children to meet pre-K literacy/numeracy standards. Brief Summary: ELQA: Starting Right proposes to implement the ELQA and professional support in at least 20 classrooms in ten rural Oklahoma public elementary schools and selected childcare centers, Head Starts, and public preschool/pre-k programs that feed into each school. The children, teachers, and ECE professionals in the selected rural schools are the focus for implementation of the ELQA measurement and professional development related to increasing early literacy and numeracy skills. In rural Oklahoma, high-quality early education and childcare is more difficult to find for many economically disadvantaged families. Center for Childhood Professional Development (CECPD) > Home Previous Next

The Clearinghouse focuses on all early childhood care and education services, no matter the setting. Our approach is inclusive and comprehensive to encompass center-based care, home-based care, family, friend and neighbor care, as well as programs like Head Start, Pre-K and school-aged care. Our Approach The Clearinghouse focuses on all early childhood care and education services, no matter the setting. Our comprehensive approach encompasses center-based care, home-based care, family, friend and neighbor care, as well as programs like Head Start, Pre-K and school-aged care. The approach allows the Clearinghouse to be positioned as an invaluable resource for identifying programs that can be advanced through Clearinghouse Implementation Grants and/or funding from other sources such as the Preschool Development Grant Birth through Five. By blending and braiding funding sources, OPSR has been able to extend the reach of previous Clearinghouse projects such as Reach Out & Read and Al's Pals training across the state to improve outcomes for even more children. Research Based Early childhood programs and services which include study outcomes published in peer-reviewed journals. LEARN MORE Practice Based Early childhood programs and services driven by industry wisdom, organizations, practice, or other consensus approaches that do not necessarily include systemic use of research evidence. LEARN MORE Innovative Ideas Novel early childhood ideas that describe a plan or possible course of action but have not been put into practice or backed by research. LEARN MORE STILL NOT SURE ABOUT US? FREQUENTLY ASKED QUESTIONS

Innovative Ideas Novel early childhood ideas that describe a plan or possible course of action but have not been put into practice or backed by research. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Innovative Idea Community of Support for Early Childhood Communities The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). Read More Innovative Idea Early Learning Works The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. Read More Innovative Idea Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. Read More Innovative Idea Early Birds for Child Care Professionals, Smart Start Central Oklahoma Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. Read More Innovative Idea Deaf Mentor Program: Deaf Adult to Family Connection To increase visual language skills of young deaf children and their families, and establish meaningful relationships between families and Deaf adult role models across the state of Oklahoma. Read More Innovative Idea Rooted Together: A Cultural Guide for Families of Indigenous Children Rooted Together: A Cultural Guide for Families of Indigenous Children is a toolkit designed to help non-Native parents and caregivers raise Indigenous children in a culturally respectful and supportive environment. Read More Innovative Idea Early Birds Childcare Collaborations Twelve percent of Oklahoma children live with parents with less than a high school diploma, and Medicaid pays for nearly 60% of births. Read More Innovative Idea Air Quality and Filtration in Early Childhood Settings This project will involve two groups: Teachers and the children enrolled in their ECE classrooms. Although child outcomes are ultimately our interest, the successful use of air filters to improve ECE classroom air quality is dependent on the teachers who run those classrooms. Read More Innovative Idea OKAEYC – Respectful Caregiving This submission seeks funding for a series of workshops titled "Respectful Caregiving.” In these workshops, our instructors will introduce caregivers to the principles of respectful caregiving, an essential philosophy and approach that fosters secure and respectful relationships between caregivers and children. Read More Innovative Idea Early Childhood Social Emotional Support Coaches The target population will be children in the Early Childhood Center in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. Read More Innovative Idea Respectful Caregiving - OKAEYC The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. Read More Innovative Idea Air Quality in Oklahoma Early Childhood Settings The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). Read More Innovative Idea Calm Waters Infant Mental Health Grief Support Program The C.A.P. Train the Trainer Program is designed to train teachers, childcare professionals, foster care professionals, and lead parents in communities throughout Oklahoma, who will then disseminate the training to their peers and those they serve. Read More Innovative Idea Emergency Child Care Waiver: Innovative Referral and Approval Process The target population is Oklahoma families with children (ages birth to 8 years old) that have been exposed to a traumatic event. Read More

Research Based Early childhood programs and services which include study outcomes published in peer-reviewed journals. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Well Supported by Research Pyramid Model The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. Read More Promising Research Al’s Pals Kids Making Healthy Choices The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. Read More Well Supported by Research Conscious Discipline Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. Read More Well Supported by Research Reach Out and Read The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention. Read More Additional Research Needed Supporting Data-driven Improvements in Early Education This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. Read More Well Supported by Research LENA – Building Brains Through Early Talk LENA has conducted research showing significant variability in how much adults talk with children and that those who talk the least tend to overestimate how much they talk the most. Read More Promising Research Little Otter Health A New Model of Care: Little Otter has developed a platform and clinical model to provide virtual whole-family mental health care. Read More Well Supported by Research Second Step® Early Learning Second Step® Early Learning is designed specifically for multiple-age early learning environments with a focus on supporting children from low-income families. Read More Promising Research ELQA Starting Right – CECPD ELQA: Starting Right proposes to implement the ELQA and professional support in at least 20 classrooms in ten rural Oklahoma public elementary schools and selected childcare centers, Head Starts, and public preschool/pre-k programs that feed into each school. Read More Well Supported by Research Learn the Signs Act Early: A Developmental Health Promotion Program This submission targets parents of young children, early educators and other professionals working in systems that support early childhood. Read More

All Programs Our Clearinghouse offers comprehensive support for early childhood care and education, covering a wide range of settings such as centers, homes, family and friend arrangements, and programs like Head Start and Pre-K. Filter by Program Type Select Program Type Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Date Select Submission Date Search by keyword Promising Research ELQA Starting Right – CECPD Child Development The goal of ELQA: Starting Right is to improve access to and use of high-quality early literacy and numeracy measurements and scientifically based strategies for differentiated instruction in preschools and childcare centers. Children, Caregivers, Administrators, Teachers 2023 Read More Well Supported by Research LENA – Building Brains Through Early Talk Child Development LENA’s programs help caregivers across the globe tap into this power of conversational turns. Children, Owners, Teachers, Caregivers, Guardians, Parents, Administrators 2023 Read More Promising Practice Autism Foundation of Oklahoma – Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Social Emotional Well-Being 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. Caregivers, Children, Guardians, Owners, Parents, Teachers 2023 Read More Promising Practice TBRI and Trauma Informed Classrooms Social Emotional Well-Being Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Caregivers, Children, Guardians, Teachers 2023 Read More Promising Practice Cognitive ToyBox, Inc. Child Development Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. Children, Administrators, Parents, Teachers 2023 Read More Innovative Idea Air Quality in Oklahoma Early Childhood Settings Healthy Environment and Relationships The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). Children, Teachers 2023 Read More Innovative Idea Respectful Caregiving - OKAEYC Child Development The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. Children, Guardians, Parents, Teachers 2023 Read More Well Supported by Research Conscious Discipline Social and Emotional Learning Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. Caregivers, Guardians, Administrators, Owners, Children, Teachers, Parents 2021 Read More Well Supported by Research Pyramid Model Social and Emotional Learning The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. Caregivers, Owners, Children, Teachers, Guardians, Administrators, Parents 2021 Read More Promising Research Al’s Pals Kids Making Healthy Choices Social and Emotional Learning The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents 2021 Read More Additional Research Needed Supporting Data-driven Improvements in Early Education Social and Emotional Learning This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. Children, Teachers, Caregivers 2021 Read More Well Supported by Research Reach Out and Read Social and Emotional Learning The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention. Caregivers, Guardians, Children, Parents, Medical Providers 2021 Read More Promising Practice Developmental Monitoring Resources and Support for Early Care and Learning Providers Child Development 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. Teachers, Caregivers, Parents 2022 Read More Best Practice Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) Child Development 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. Children, Caregivers, Guardians, Parents, Owners, Administrators, Teachers 2022 Read More Best Practice Growing Like a Read Child Development With financial support, the Pioneer Library System’s GLAR program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. Children, Caregivers, Guardians, Parents 2022 Read More Emerging Practice Start Right – Finish Ahead Social Emotional Learning The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents 2021 Read More Innovative Idea Early Learning Works Child Development The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. Children, Teachers, Owners, Caregivers, Guardians, Parents 2022 Read More Innovative Idea Community of Support for Early Childhood Communities Social Emotional Learning 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). Children, Teachers, Owners, Caregivers, Guardians, Medical Providers, Administrators, Parents 2021 Read More Innovative Idea Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Social Emotional Learning 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. Children, Caregivers, Guardians, Parents 2021 Read More Innovative Idea Early Birds for Child Care Professionals, Smart Start Central Oklahoma Child Development 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. Children, Teachers, Owners, Caregivers, Guardians, Parents 2021 Read More Innovative Idea Deaf Mentor Program: Deaf Adult to Family Connection Child Development 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. Caregivers, Guardians, Parents, Siblings, Family Members in the Home 2022 Read More