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

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

Practice Based Early childhood programs and services driven by industry wisdom, organizations, practice, or other consensus approaches that do not necessarily include systemic use of research evidence. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Best Practice Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) As a Prevention strategy, the goal of Infant and Early Childhood Mental Health is to support the development of infants and young children through strengthening the responsive capacity of their caregivers and promoting safe, stable, nurturing environments. Read More Promising Practice Developmental Monitoring Resources and Support for Early Care and Learning Providers This submission aims to improve outcomes for children by facilitating awareness, training and support in developmental monitoring for early care providers (e.g. childcare centers, in-home providers). Read More Best Practice Growing Like a Read With financial support, the Pioneer Library System’s GLAR program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. Read More Emerging Practice Start Right – Finish Ahead The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. Read More Best Practice Improving Access to Reflective Consultation and I/ECMH Endorsement for Early Childhood Educators The project will provide educators with opportunities to participate in ongoing reflective consultation sessions. Read More Promising Practice Community Garden This project aims to promote healthy environments through the development and maintenance of a community garden that serves as a hub for physical activity, access to fresh produce, and environmental education. Read More Promising Practice Outdoor Environment and Classroom This environment will provide a safe place for families to interact within nature. Families are able to create and build relationships through an interactive outdoor environment. Read More Promising Practice TBRI and Trauma Informed Classrooms Lilyfield proposes to bring the Trust Based Relational Intervention (TBRI) Trauma Informed Classrooms to licensed childcare centers that serve foster children ages 0-8 years old throughout the state. Read More Promising Practice Outdoor Education at St. Luke's Children's Center (Downtown) Outdoor play is critical to child development from birth. Connecting to the world outside is imperative to the development of motor skills, self-confidence and curiosity. Read More Best Practice Community Based Doula Expansion The Oklahoma Birth Equity Initiative (OKBEI) works to equip families to have healthy births with dignity through a comprehensive, community-centered program that addresses the stark disparities in birth outcomes among marginalized populations in Oklahoma. Read More Promising Practice Providing Hope and Opportunity in Outdoor Learning Environments at Child Care Centers and Family Child Care Homes This submission is an innovative idea to design new and/or renovate existing playgrounds at eight diverse early education programs across the State of Oklahoma into natural outdoor learning classrooms which will help promote the health and well-being of Oklahoma children and early childhood staff. Read More Best Practice Strengthening Oklahoma’s IEMCH Workforce This project will serve individuals currently pursuing or interested in pursuing mental health certifications with a focus on IECMH. Read More Promising Practice Rainbow Fleet Quality Enhancement Initiative The FCCH provider is expected to and should know and understand their children and families and the impact they have on a child's social-emotional and cognitive well-being. Read More Best Practice Addressing Developmental Needs of Children through Expansion of Infant & Early Childhood Mental Health Consultation to Early Care and Education I-ECMHC is grounded in a theory of change that is emphasizes a systems approach that includes multiple levels of influence on a child’s development and well-being. Read More Best Practice Calm, Aware, Present (C.A.P) Train the Trainer Program The C.A.P. Train the Trainer Program is designed to train teachers, childcare professionals, foster care professionals, and lead parents in communities throughout Oklahoma, who will then disseminate the training to their peers and those they serve. Read More Promising Practice Cognitive ToyBox, Inc. Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. Read More Promising Practice Parent Advisory Committee (PAC) Course Research studies, such as the Adverse Childhood Experiences (ACEs) study, support the premise that early adversity impairs children’s development and health. Read More Promising Practice Lilyfield – TBRI and Trauma Informed Classrooms Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Read More Promising Practice Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Inequities in childcare for children with autism are a significant concern. These inequities can manifest in various ways, including limited access to inclusive childcare options, inadequate training for childcare providers, and financial barriers. Read More Promising Practice Infant and Early Childhood Mental Health Services for Northwest Oklahoma Western Plains Youth and Family Services is writing this letter to propose a solution to a recurring problem in the early childcare centers such as the Early Education Center, Headstarts, Schools and Daycares in Woodward and surrounding counties. Read More

The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). < Back Air Quality in Oklahoma Early Childhood Settings Date Submitted: April 18, 2023 Contact information: Dr. Diane Horm Focus population: Teachers, Children Goals and outcomes: The results of our work will provide information about what is necessary for teachers and ECE centers to use the air systems successfully, the anticipated impact in terms of measured air quality, associated teachers and child outcomes in a number of developmental areas (health/absences for teachers and health/absences and behavior and attention for children), and documented costs. Brief/executive summary of program: The purpose of this project is to investigate the potential of a relatively low-cost and low-burden intervention (use of air disinfection in ECE classrooms) to have the high impact result of improving indoor air quality which should, in turn, improve the health of teachers and the young children in their classrooms. Their improved health should lead to fewer absences by teachers and children and thus enable their full engagement in the ECE classrooms. The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). We will investigate the acceptability of use of these devices in ECE classrooms by teachers and administrators and if the reliable use of air disinfection devices improves the classroom air quality and results in positive impacts on the health of teachers and children (e.g., less absence by children and teachers). Potential impacts on children’s behavior and attention will also be explored. Previous Next

The target population will be children in the Early Childhood Center in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. < Back Early Childhood Social Emotional Support Coaches Submission Type: Innovative Ideas Final Rating: Innovative Idea Date Submitted: Spring 2023 Focus Area: Social Emotional Well-Being Focus Population: Children, Teachers, Caregivers, Guardians, Administrators, Parents Contact Information: Carol Stocking Infant and Early Childhood Mental Health Consultant (580) 808-2010 cstocking@wpyfs.org Western Plains Youth and Family Services 202639 E. Co Rd 42, Woodward, OK 73801 Goals and Outcomes: It is expected that the sustainability of this proposal will be in training early childcare professionals to recognize, regulate, and resource social and emotional disorders. Being able to detect and intervene at an early age is the best defense. It is also expected that by providing SEC services, children will maintain in schools thereby increasing their chance for educational success. Families whether foster, adoptive or biological will build trustworthy and connective relationships. The workforce will be developed by hiring team members that support IECMH and consultive services. The goal of this proposal is to help children maintain in the classroom, empower and support educators, strengthen family involvement, and build connective relationships. It is expected that the quality of the teacher-child relationship will improve, a positive change in caregiver opinion concerning challenging behavior will result as a positive outcome of this proposal. It is also the intent of this proposal to foster and strengthen resiliency within the child by increasing social emotional regulation and decreasing the negative factors that often impair successful outcomes. It is the hopes of Western Plains Youth and Family Services to also bring awareness to the school about social emotional development. We want this to be a standard in any school for children who need extra attention without an IEP or a 504 plan. This plan will decrease a stress on both the school system and the child. Our goal is to hire 3 Social Emotional Coaches who will have training in regulation, development and resources. Statement Of Work: It is the plan and goal of this program to show validity and productivity as well as program enhancement. To do that we plan on using applicable scales, assessments, and data collection tools. Some of the tools that we plan on using include Classroom Strengths, Needs, and Resources, Intervention Plans (that will be reviewed at least monthly or as often as needed), Consultation Stages Checklist, Consultation Evaluation, Consultee Benefits, Goal Attainment Scaling, and a Final Report. Reflective consultation is highly valued in this field; therefore, it will be imperative for the SEC to meet with the Mental Health Consultant every two weeks or more often if needed. Job duties will include: 1. Responsible for creating a pleasant, warm, accepting environment in the delivery of agency services to the public, clients, families, agencies, civic groups and organizations requesting Western Plains Youth and Family Services, Inc. assistance. 2. Identify and support linkages to available community resources and services as needed. 3. Provide day-to-day social emotional support to children with behavior challenges. children include but not limited to being in the classroom with child during educational or elective hours, intervening before/when child is overstimulated or aggressive, helping child regulate emotions through designed interventions by Mental Health Consultant. 4. Work closely with educators in developing relationship based social emotional support plans individualized to meet child’s need and empower the best outcome for school sustainability. At times being asked to help/support educators in implementing social emotional support plans in partnership with Mental Health Consultant. 5. Work closely with School administration, Mental Health Consultant, and other professionals in developing relationship based social emotional support plans. 6. Work closely with families to promote positive communication with the school system and other needed services as well as linking families to supportive services if needed. 7. Be trained in educational paraprofessional, wrap around, aggressive behaviors, and childhood behaviors, Circle of Security, or other relationship-based interventions. 8. Work closely with other supportive services to promote and provide best outcomes. 9. Maintain school behavior assessments and record keeping in a timely manner. 10. Report assessments and records to the program director and Executive Director. 11. Maintain Professional Development training for services. 12. Promote program and program sustainability through advocation and engagement. 13. Completes all documentation in a timely manner. 14. Complete other assignments designated by either program director or Executive Director. Brief Summary: The target population will be children in the Early Childhood Center (Currently 1 Headstart classroom, 8 prekindergarten classrooms, 8 Kindergarten classrooms, 2 special Education classrooms, and 1 early intervention classroom) in Woodward Oklahoma who have been identified/referred from a teacher and observed/assessed by the Mental Health Consultant as needing extra help with social emotional skills. There are 350 students projected for next year in the ECC. Once the child has been identified and assessed, the SEC will begin building a relationship with the child and empowering the child with social emotional skills needed for success. Over the past 2 years, we have observed that children who struggle the most with Social Emotional issues are those who are in DHS custody or those who were socially isolated due to the pandemic. This group of young children cannot be ignored. We have also observed that the children who are in DHS custody and struggle with social emotional issues often have difficulty maintaining in school. We have observed that when the child is asked to leave school, they are often asked to be removed from their foster home. We know this creates another disruption in their life. The SEC will work closely with child, educator, administration, Mental Health Consultant, and foster parents to provide behavioral intervention plans that will reduce if not eliminate school disruptions. The behavioral intervention plan will include assessments and action/safety plans such as the SEC being in the classroom or with the child until the child is emotionally regulated. This plan will also decrease an economic stress on working parents and on the Northwest Oklahoma limited daycare system. When children are asked to leave school due to social emotional dysregulation (which is often the case), the parents often have to leave work and stay at home with their child or find a daycare/person that will take the child so the parent can work. Western Plains Youth & Family Services Previous Next

The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. < Back Al’s Pals Kids Making Healthy Choices Date Submitted: 09/08/2021 Contact Information: Rachel Myrko Program Manager 405-250-3360 rmyrko@gpccrr.org Great Plains Child Care Resource & Referral 901 South Broadway, Hobart, OK 73651 Rating Category: Promising Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: Young children need social–emotional learning now more than ever. In addition to common and adverse childhood events that can result in trauma, young children are now also experiencing pandemic related stress. That stress, combined with school and childcare closures, has magnified concerns for children who have experienced trauma, especially our most vulnerable children, and elevated the importance of providing all young children with positive social–emotional skills to prepare for life’s challenges. Social-emotional learning (SEL) is the critical foundation required for all other learning and development to occur and is associated with later academic and social functioning. Preschoolers need SEL curricula that is designed to meet their specific needs. Meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years. (Murano, Sawyer & Lipnevich, 2020) Teaching Strategies has been committed to social-emotional learning for our youngest learners for more than 40 years. We now also offer a nationally recognized and evidence-based comprehensive social–emotional learning curriculum and professional development program designed to meet the specific needs of preschool children. Al’s Pals™ Kids Making Healthy Choices promotes protective factors, fosters the personal traits of resiliency, encourages the nurturing environments that children need to overcome difficulties and fully develop their talents and capabilities, and helps lessens the effects of adverse childhood events and trauma. Al’s Pals promotes protective factors that have been shown to lessen the long-term effects of trauma by providing young children with skills to prepare for life’s challenges through interactive lessons, engaging puppets, original music, and impactful teaching approaches. Al's Pals also develops teachers who cultivate deeper relationships with children, creates nurturing classrooms, reinforces core concepts at home with families, and fosters positive peer relationships resulting in a network that works together to build resilient children who have a place in their community and the world. Brief Summary of Target Population and Issues/Challenges: Al’s Pals: Kids Making Healthy Choices is a nationally recognized, top-rated, evidence-based and research-informed comprehensive social–emotional learning (SEL) classroom curriculum and professional development program. It promotes resiliency in children ages 3-6 through the development of social–emotional skills, self-control, problem-solving abilities, and healthy decision-making. Al’s Pals promotes protective factors, fosters the personal traits of resiliency, and encourages nurturing environments needed for children to overcome difficulties and fully develop their talents and capabilities. The curriculum helps lessen the effects of adverse childhood events and trauma. The 46 interactive lessons use guided creative play, brainstorming, puppetry, original music, and movement to develop children’s social-emotional competence and life skills. Al’s Pals teaches children how to: Express feelings appropriately; use kind words Care about others Think independently Accept differences; make friends Solve problems peacefully; use self-control Cope Make safe and healthy choices Understand that tobacco, alcohol, and illegal drugs are not for children Al’s Pals was originally designed for and piloted with preschool children considered to be at risk due to poverty and other factors. The program was initially piloted in Head Start and other community-based child development centers whose populations primarily included Black/African American and White children. Since the initial pilot, the program has been expanded and found to be effective with children of all socioeconomic and racial backgrounds living in urban, suburban, and rural areas. Al’s Pals has been proven to work in preschools, early elementary school grades, after-school programs, and child care centers. Previous Next

< 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 Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Submission Type: Practice-Based Final Rating: Promising Practice Date Submitted: Spring 2023 Focus Area: Social Emotional Well-Being Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Contact Information: Emily Scott Executive Director (405) 434-5507 escott@autismfoundationok.org PO Box 42133 Oklahoma City, OK 73162 Goals and Outcomes: TOCA Goals: 1. The project aims to enhance the knowledge of childcare providers regarding evidence-based strategies for child development. It seeks to ensure providers are equipped with up-to-date information, research findings, and best practices in the field. 2. The project encourages childcare providers to implement evidence-based strategies in their daily practices. It aims to bridge the gap between knowledge and implementation, equipping providers with practical tools and strategies to create a nurturing and supportive environment for children. 3. By increasing the knowledge and implementation of evidence-based strategies, the project ultimately aims to improve child development outcomes. It seeks to enhance children's social, emotional, cognitive, and physical well-being, ensuring they receive high-quality care and support in their early years. 4. Develop a standardized and comprehensive training program for childcare coaches in Oklahoma to specialize in supporting childcare providers dealing with autism. 5. Increase the knowledge and skills of the trained childcare coaches to effectively assess, plan, and implement strategies that support children with autism in childcare settings. 6. Improve the overall quality of care and inclusivity for children with autism in Oklahoma's childcare facilities. Intended Outcomes: 1. The project intends to raise awareness among childcare providers about the importance and benefits of evidence-based strategies. Providers will gain a deeper understanding of their practices' impact on child development and the long-term benefits of implementing evidence-based approaches. 2. The project aims to equip childcare providers with the knowledge and skills to implement evidencebased strategies effectively. Providers will understand child development comprehensively and acquire practical tools and techniques to support children's growth and development. 3. The project intends to promote the adoption of evidence-based practices by childcare providers. It seeks to inspire and empower providers to implement research-informed strategies in their daily routines, resulting in improved quality of care and positive outcomes for children. 4. The project aims to strengthen support systems for childcare providers through collaborations and partnerships. It seeks to create a network of professionals, experts, and peers who can offer providers ongoing support, guidance, and mentorship, fostering a culture of continuous learning and improvement. 5. The project aims to have a sustainable impact on the childcare sector. By equipping providers with the knowledge and skills to implement evidence-based strategies, the project seeks to create a lasting change in childcare practices. Ongoing support, monitoring, and evaluation will ensure the project's long-term effectiveness and enable necessary adjustments and improvements. 6. Increased availability of trained childcare coaches throughout Oklahoma, ensuring that childcare providers have access to specialized support for children with autism. 7. Measurable improvements in the satisfaction and confidence levels of childcare providers in their ability to support children with autism, resulting in increased retention rates and overall quality of care within childcare facilities By achieving these goals and intended outcomes, the project aspires to elevate childcare providers' knowledge, skills, and practices, ultimately benefiting the well-being and development of children in childcare settings. Brief Summary: Inequities in childcare for children with autism are a significant concern. These inequities can manifest in various ways, including limited access to inclusive childcare options, inadequate training for childcare providers, and financial barriers. One of the primary challenges faced by families of children with autism is the lack of accessible and inclusive childcare services. Many traditional childcare settings may not have the necessary knowledge or resources to support the unique needs of children with autism effectively. Families often struggle to find suitable options for their children, leading to limited choices and potential exclusion from mainstream childcare settings. This lack of accessible and inclusive options can burden families unfairly, as they may need to navigate complex systems and travel long distances to find appropriate care. Furthermore, the training and expertise of childcare providers in understanding and supporting children with autism can be inadequate. Many childcare providers receive minimal or no training on autism-specific strategies and interventions. This knowledge gap can hinder their ability to create an inclusive environment, provide appropriate support, and facilitate the social and emotional development of children with autism. Addressing these inequities requires a multi-faceted approach involving expanding access to inclusive childcare options, increasing training and education for childcare providers on autism-specific strategies, and implementing financial support programs to alleviate the financial burden on families. Collaboration between childcare providers, policymakers, advocacy groups, and families is essential to create a more equitable childcare system that recognizes and supports the unique needs of children with autism and their families. TOCA aims to achieve three primary objectives. Our first goal is to augment the knowledge and awareness of autism among childcare providers. Secondly, we strive to establish a comprehensive training program for childcare coaches across Oklahoma who specialize in supporting childcare providers caring for children with autism. Lastly, we aim to provide personalized coaching to childcare providers, catering to the unique needs of each child or classroom in their endeavors to support children with autism. Through these efforts, we aim to enhance the availability and quality of childcare services, fostering inclusivity for children with autism throughout the state. Autism Foundation of Oklahoma Previous Next

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

< Back 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

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

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

< Back Start Right – Finish Ahead Date Submitted: 09/09/2021 Contact Information: Erin Hines Early Childhood Educator 405-990-6451 Allyou13@gmail.com ThinkTune Inc. 408 Ash NW, Piedmont, OK 73078 Rating Category: Emerging Practice Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrator, Parents Goals and Outcomes: The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. The program is designed to allow for an opportunity of success from a widely disparate group of children with a variety of pathways for learning. The suggested interaction between the children and their guide, (be it parents, teachers, home school leaders) are designed to use musical experiences for groups and individual children to help unify their concept formation. Therefore, it allows for an opportunity toward success from a widely disparate group perspective. It can help build confidence and care for learners who might not fit the norm. The name of our program is All Aboard, the Music and Math Connection and Ally Dog Depot! (AAMMC/ADD) Now, more than ever, we know that families are struggling to keep the learning going in their homes. Our program has shown success in helping aid and developing a love of learning for all. Music can provide opportunities to impact behavior and strengthen learning by diving deeper into many topics including music concepts, movement, math, language and social/ emotional skills. Research and student observation show the power of engagement provided by interaction with music as it develops success in learning. Our research has shown amazing outcomes in learning what could be considered the “hard” subjects. The All Aboard’s success speaks for itself as the program has been successful with approximately 17,000 students, over 10 years in the mid-United States. Brief Summary: To summarize our submission please see the bulleted list below: A complete program ready for teacher or any leader who desires to share songs and fun with children ages 3-5. These materials have been developed since the late 1990’s. All necessary classroom materials such as “Floor Graph,” recorded musical examples, teachers’ materials and detailed lesson plans, ongoing narrative and much more. Supportive, independent research that displays success in multiple early childhood settings. The studies, conducted by independent scholars with individual equity, the focus on helping each child as they participate with their comfort and knowledge level. Fun Character Cards that introduce new characters as the story progresses. Each character demonstrates the fun of knowing their particular concept. Then, the recorded music helps extend the memory of the child as well as building their individual comfort level with concepts. All copyrighted materials are owned by the applicants who are native Oklahomans who live and work in Oklahoma. Considerable materials are presented in our Appendixes for close familiarity with the flavor, as our materials demonstrate what the children refer to as real characters that they visit daily. We intend to continue our teacher/child hotline where they can easily reach one of the authors for questions or comments. In the past, we’ve had wonderful response to this feature and our ongoing teacher training. The initial and ongoing teacher training will be available online. Our target population is early childhood caregivers and families. Our program promotes and supports early childhood caregivers and families with meaningfully fun activities that help support their social emotional wellbeing, the child’s development, and encourages strong and healthy homes and relationships. Previous Next

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

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

< Back 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 Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) Date Submitted: 04/2022 Contact Information: Infant and Early Childhood Mental Health Wellness Specialist/OK Warmline Program Coordinator, OSDH Melissa Griffin 405-426-8057 melissag@healthok.gov Oklahoma State Department of Health, 123 Robert S. Kerr Ave., OKC, OK 73102 Rating Category: Best Practice Focus Area: Child Development Focus Population: Children, Caregivers, Guardians, Parents, Owners, Administrators, Teachers Goals and Outcomes: As a Prevention strategy, the goal of Infant and Early Childhood Mental Health is to support the development of infants and young children through strengthening the responsive capacity of their caregivers and promoting safe, stable, nurturing environments. The project includes measures of both systems level and program level outcomes to include the following: Systems Outcomes: Increase the number of children who receive preventative mental health care in Early Care and Education Programs (Healthy People 2030) The Consultant Mentors will provide mental health promotion and prevention supports to 120 programs annually, affecting a potential 6,000 children in rural/suburban Oklahoma Communities who will receive mental health supports in their educational settings. The regional mentor consultants hired through the project will support 30 fee for service mental health consultants in their training and implementation of IECMHC annually expanding the reach of consultation to an additional 300 Early Care and Education programs and approximately 15,000 additional children who will receive mental health supports in an educational setting. Increase the number of trained mental health consultants participating in the Oklahoma I-ECMHC Network -The I-ECMHC will increase capacity by 90% of current I-ECMHC network capacity. Increase accessibility of I-ECMHC within rural regions of Oklahoma Improve supports for children at high risk for developmental delay (ex: Children in Child Welfare) through provision of I-ECMC to their Early Care and Education Programs Increase the use of developmental screening within Early Care and Education Settings *75% of added capacity in the I-ECMHC network will be in rural and suburban regions of Oklahoma Program Outcomes: Increase the use of developmental screening within Early Care and Education Settings 80% of programs receiving I-ECMHC report use of developmental screening in their setting Decrease the use of expulsion practices by Early Care and Education programs in Oklahoma Measured by report of retention of identified children within request for I-ECMHC Improve the mental health climate of ECE programs who access I-ECMHC that supports optimal child development Measured by mental health climate assessment tools administered pre and post service. Increase use of trauma informed practices by Early Care and Education Programs Increase change in knowledge and practice measured by administration of director survey pre and post service Brief Summary: I-ECMHC is grounded in a theory of change that is emphasizes a systems approach that includes multiple levels of influence on a child’s development and well-being. Working with Directors, teachers, and families are essential to the I-ECMHC approach. The emotional climate of a classroom is a function of how well the teachers are able to work together, their own interaction styles and their emotional availability; this in turn has a direct impact on the capacity of young children to learn and develop in their classroom. This project proposes to expand accessibility of I-ECMHC to licensed ECE programs in Oklahoma and provide much-needed infrastructure to support program fidelity to achieve expected outcomes around program quality, teacher confidence, teacher burnout, child development, and reduction of the use of more punitive discipline practices including expulsion. There is a body of research that demonstrates that suspensions and expulsions are not only ineffective, but also harmful for our youngest students (OSSE, 2013). Furthermore, the pattern of out-of-school punishments demonstrates a clear and unacceptable gender and racial disparity, with young boys of color suspended and expelled at vastly disproportionate rates (OCR, 2014). In addition, children who have a disability or a developmental delay are often subject to exclusionary practices and harsh discipline, undermining the program’s goal of supporting development. I-ECMHC includes work around equity and inclusion to examine biases and support providers in changing practice ( www.iecmhc.org ). This project proposes expanding I-ECMHC through a blend of full-time regional consultants and a fee-for-service service delivery structure that is tied to centralized training hubs to assure Oklahoma meets training requirements of consultants outlined by the Center for Excellence in I-ECMHC and implements the program model in a consistent and effective way. The full-time regional positions will serve as mentors and anchors for the program in the area stabilizing accessibility to ECE programs who have struggled to access the service in the past. These positions will support fee-for-service consultants in community settings who provide consultation part-time as one of the duties of their job. The program Network will coordinate through the Oklahoma Warmline who will serve as the access point for licensed child care programs to request I-ECMHC in their classrooms. Previous Next

< Back 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

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. < Back Reach Out and Read Date Submitted: 09/08/2021 Contact Information: Lori Lake Executive Director, Reach Out and Read OK 615-948-6481 Lori.lake@reachoutandread.org Reach Out and Read 1000 NW 39th Street, Oklahoma City, OK 73118 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Caregivers, Guardians, Medical providers, Parents Goals and Outcomes: 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. The outcomes are as follows: Through partnership with Reach Out and Read, pediatric primary care providers gain a framework for integrating promotion of early literacy and relational health into pediatric care, awareness of the developmental importance of reading and relationships, clinical skills to engage with diverse families, and systems that support comprehensive care. Parents/caregivers are motivated to prioritize reading and other language-rich interactions with their young children as part of their daily routines starting from birth, knowledge of developmentally appropriate and accessible ways to engage with their child, and access to diverse, high-quality books. As a result of increased engagement with their parents/caregivers, children experience nurturing foundational relationships that support improved early childhood social emotional development and long-term health and well-being. Expansion of the Reach Out and Read intervention provides families throughout Oklahoma with protective factors to mitigate the effects of adverse childhood experiences (ACEs). Brief Summary of target population and issues/challenges: According to America's Health Rankings analysis, Oklahoma is the least-healthy state for ACEs, which include economic hardship, parental separation, living with an alcoholic, living with someone who is mentally ill, neighborhood and domestic violence, death of parent, and being treated unfairly due to race. Early experiences have a broad and profound impact on an individual’s development and subsequent emotional, cognitive, social, and biological functioning, and consequently, ACEs result in poor student achievement, discipline issues, and lower high school graduation rates. But the presence of protective factors, especially safe, stable, and nurturing relationships, helps mitigate the consequences of ACEs. Families influence the promotion of protective factors, and our ROR providers teach parents/caregivers about how close, loving relationships support their child’s ability to thrive. Reading, singing, and spending time together is a way to foster fun, purpose, social connection, and the development of individual competencies (problem solving skills, self–regulation, agency). Protective factors help a child feel safe more quickly after experiencing the toxic stress of ACEs and help to neutralize the physical changes that naturally occur during and after trauma. If the child’s protective networks are in good working order, development is strong even in the face of severe adversity. ROR has unparalleled access to young children from birth through age 5 through its integration into pediatric primary care. In Oklahoma, we serve more than 64,000 children. Most of the children we serve come from low-income families, with 70% relying on public health insurance or uninsured. Building upon the unique relationship between parents and doctors, we employ a 3-part model to promote early literacy, empathy, and parental engagement during regular pediatric visits: During well-child visits, medical providers prescribe reading by modeling read aloud strategies while teaching and training the parent about how to share books and why it is important, emphasizing how reading brings families together, assists in building healthy bonds, and establishes routines. Starting at infancy and continuing through the 5-year visit, medical providers give children new developmentally appropriate books. Following their medical provider’s advice, parents read aloud with their children more often and engage them in literacy-rich activities, far extending our program's impact. Previous Next