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Quality Assurance, more than 97,000 child care homes closed in the United States from 2005 to 2017 (Information from an unpublished analysis by the National Center on Early Childhood Quality Assurance of data collected from the 2005 and 2017 National Association for Regulatory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

< Back Al’s Pals Kids Making Healthy Choices Date Submitted: 09/08/2021 Contact Information: Amber Cuyler Program Manager 580-659-6999 acuyler@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 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

Quality in Oklahoma Early Childhood The Clearinghouse is committed to continually advancing the definition of quality in early child care and education. This is accomplished by accelerating innovation, integrating research-based practices and conducting practice-informed research. The knowledge gained through our efforts is shared with parents, policymakers and childcare providers all in pursuit of improving early childhood systems and maximizing public/private partnerships. EXPLORE THE REGISTRY 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 “There is nothing more important than ensuring our state’s children will have successful futures.” — Justin Brown, Former Oklahoma Secretary for Human Services and Early Childhood Initiative About the Clearinghouse The Oklahoma Clearinghouse for Early Childhood Success promotes well-being for Oklahoma children and their families by building an evolving definition of quality, fast-tracking innovation, implementing research-informed practice and practice-informed research to support and improve early childhood systems and maximizing public/private partnerships. Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. EXPLORE THE REGISTRY SUBSCRIBE Thanks for subscribing! Submissions to Date To date, 27 submissions have been approved by the Clearinghouse, with 14 programs receiving implementation grants totaling more than $8.4 million. These funded submissions have addressed needs ranging from social and emotional well-being to expanding early childhood mental health services to improving early literacy practices across the state. Submissions are accepted twice a year and during an invitational round. Check out all of the funded programs by clicking on the program registry button. EXPLORE THE REGISTRY Frequently Asked Questions When was the Clearinghouse established? Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. How do I submit my research, best practice or innovative idea? The Clearinghouse will request proposals quarterly on selected topic areas and defined outcomes. The website contains a link to the submission form with instructions. Once I complete a submission, how long does it take to discover how it was rated? The review process could take up to 90 days from the date the submission request window closes. What types of relevant supporting documents will be accepted? Submitters can include annual audit reports, budgets, a 990 form and/or a certificate of incorporation. I am an Oklahoma early childhood education provider, what supports are available and how do I access them? Users can search by topic area, program or type of tools available (e.g. toolkits, on-line training, manuals, guides, etc.) Do you work in other states? The Clearinghouse is a public website so anyone can review the submissions reviewed along with their ratings; however, implementation support is limited to Oklahoma providers. Is there anything available to support smaller home based child care centers? Yes, and we want to hear your innovative ideas and see your practice-based submissions. Clearinghouse staff are available to assist you in completing your submission. For additional resources for family child care homes, please visit the Thrive Network website. How can I be nominated to be part of the Clearinghouse Committees? If you are interested in serving on one, please email to okclearinghouse@okschoolreadiness.org. We will forward to the Nominating and Governance Committee.

< 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

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

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

< 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. Our innovative idea is to establish a Deaf Adult to Family Connection Program in the state of Oklahoma. A Deaf adult will provide instruction in the child’s natural environment through engagement with the family and early education curriculum. This program will focus on developing American Sign Language, visual communication skills, and bridging the gap between the Deaf and hearing world for families who have deaf children birth to age 5. Families will be able to see the success that comes from building a strong language foundation, learn visual reading strategies, and develop a positive perspective of what it means to grow up as a Deaf person. Through these interactions children will gain visual language, literacy skills, and positive Deaf identity. Previous Next

< Back Cognitive ToyBox, Inc. Date Submitted: Fall 2023 Contact information: Tammy Kwan, tammy@cognitivetoybox.com tammy@cognitivetoybox.com Focus population: Children, Teachers, Administrators, Parents Goals and outcomes: Program was not implemented through the Oklahoma Clearinghouse Brief/executive summary of program: Observation-only assessment can be subjective since the data is coming solely from the teacher's anecdotes based on how they observe the child behaving in the classroom. Cognitive ToyBox reduces the risk of subjectivity and inaccurate assessment by providing opportunities for educators to leverage two different sources (observation and direct/game-based assessment) in order to better understand child development. Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. This combination approach saves teachers time on assessment, while also providing more accurate and actionable data to teachers. Educators may assess children using a sequence of assessments that cover whole child development 1-3 times per year (20 minutes per administration) and data from these timepoints will inform progress monitoring. Alternatively, programs can use the tool formatively, choosing specific game-based or observational objectives for children to complete each to inform instructional planning. With either application, the tool will provide teachers with crucial insights for their instruction, while supporting school and district level instructional support. Previous Next

< Back Supporting Data-driven Improvements in Early Education Date Submitted: 09/08/2021 Contact Information: Sherri L. Castle Research Faculty and Assistant Director of Research (918) 660-3187 Sherri.castle@ou.edu University of Oklahoma, Early Childhood Education Institute 4502 E 41st St., Tulsa, OK 74135 Rating Category: Additional Research Needed Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Caregivers Goals and Outcomes: 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. The ultimate outcome of this work is to provide every young child in Oklahoma with a high quality early education experience, regardless of income, race, home language, or location. Data collection and feedback will be designed to cultivate classroom practices that support children’s overall well-being in social-emotional, physical, and cognitive domains. Brief Summary of target population and issues/challenges: Despite strong evidence for the necessity of support during the early years, national studies indicate that early education settings experienced by young children prior to school entry are typically mediocre in quality. Prior data collected in the state of Oklahoma reveal similar dismal patterns. This proposal aims to cultivate improved quality in early education by providing data driven coaching to teachers and center/school leaders based on structured observation of classrooms and assessment of the development of young children while enrolled in the program. We propose a rotation in which all DHS-licensed child care programs are engaged in data collection and coaching at least every 3 years. Data will be used to provide feedback at the classroom and program level and also aggregated by program type, region, and other features of interest to determine areas of widespread opportunity to improve EC quality across the state via professional development and/or policy implementation. The Early Childhood Education Institute (ECEI) at OU-Tulsa has a long history of providing data-based feedback to high quality EC programs in their efforts to improve practice and ensure positive outcomes for all children. Researchers at the ECEI bring expertise in numerous observation tools and child assessments that will allow many options for developing a strategy in partnership with OKDHS or other stakeholders to focus on the most crucial aspects of early care and education, including options to focus on particular developmental domains or on needs specific to infants and toddlers; dual language learners; or Black, Indigenous, and children of color. Previous Next

Get To Know Us Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. EXPLORE THE REGISTRY LET'S GO Nominating & Governance Committee Co-Chairs: Mary Myrick & Sarah Roberts Purpose: To nominate leaders within research & early childhood systems to be members of each committee and the actual clearinghouse and create a governance structure that meets requirements while promoting innovation and quality; Committee Members: Caren Calhoun, Ginny Bass Carl, Amy Emerson, Marnie Taylor, Annie Van Hanken Outcome and Research Committee Co-Chairs: Lana Beasley & Mary McCoy Purpose: To prioritize outcomes and recommend research-informed practices and practice-informed research that meet the needs of the early childhood system. Committee Members: LaDonna Atkins; Marny Dunlap, MD; Stacy Dykstra; Diane Horm, Ph. D; Bonnie McBride, Ph. D; Erin Maher, Ph. D Lana Beasley Co-Chair Dr. Lana Beasley is a licensed Clinical Child Psychologist and is currently an Associate Professor of Human Development and Family Science at Oklahoma State University. Dr. Beasley’s research has included working on randomized clinical trials and program evaluation all in the area of supporting high risk children and families. She holds expertise in qualitative research and has been a co-investigator on many grants involving a program of research developing, implementing, evaluating, and expanding evidence-based home visiting programs serving high-risk populations. Dr. Beasley also conducts mixed-methods research in the area of adaptation of treatments for diverse populations and examining engagement and attrition of high-risk families. Mary McCoy Co-Chair Mary McCoy is an adjunct professor in the arena of early childhood education. She received her doctoral degree from the University of Oklahoma in Instructional Leadership and Academic Curriculum with an emphasis on Early Childhood Education. Mary’s many years of experience in the field of early childhood include family home child care provider, director of multiple child care centers, preschool through primary grade teacher in both public and private schools and the Director of the Oklahoma City Community College Child Development Center and Lab School. Mary served as a National Association for the Education of Young Children (NAEYC) Peer Reviewer for the accreditation of Child Development Associate Degree Programs across the country and the President of the Early Childhood Association of Oklahoma. Mary currently writes and conducts training opportunities and serves as a consultant for the Rainbow Fleet Early Education. Actively involved in the field, she often presents at local, national, and state conferences, serves on numerous college and university early childhood advisory boards, participates as a Sunbeam Family Services Early Childhood Committee and Sunbeam Board member. LaDonna Atkins Committee Member LaDonna Atkins, Ed.D., is a professor in the Family Life Education- Child Development program at The University of Central Oklahoma. Dr. Atkins also serves as the administrator for the University of Central Oklahoma’s Child Study Center. Dr. Atkins is a past president of the Early Childhood Association of Oklahoma. She currently serves as the past president of International Play Association (IPA) United States Board, where she advocates for children’s right to play. Dr. Atkins has also served on the International Play Association World Council. Research interests include: play, infant/child development, and early childhood curriculum development. Marny Dunlap Committee Member Marianne “Marny” Dunlap, M.D., a pediatrician at The Children’s Hospital, was recently named the 2019 Gretchen Hunsberger Medical Champion for her efforts in fighting illiteracy. Dunlap has established herself as a champion for early literacy, which led to the founding of the Reach Out and Read program at The Children’s Hospital. For two generations, the program has promoted the benefits of early reading, not only in enhanced learning and academic performance, but the parent-child bonds that are built through reading together. Reach Out and Read partners with healthcare providers to offer free books to patients at their well-child visits with pediatricians. More than 85,000 books are distributed each year. Stacy Dykstra Committee Member Stacy Dykstra, Ph.D., CEO of the Regional Food Bank of Oklahoma. Stacy Dykstra joined the Regional Food Bank of Oklahoma as its CEO in October 2020. She is the third CEO since the organization was founded in 1980. Prior to joining the Regional Food Bank, Stacy served as the executive director of Smart Start Central Oklahoma, an early childhood education nonprofit, since 2006. In her role with Smart Start, Dykstra participated in more than 100 community meetings in which she presented, facilitated, and/or served as the coordinator. Using a variety of teaching styles, she has trained hundreds of professionals serving young children and their families and taught various college courses focused on family support. Stacy holds a Ph.D. from the University of Oklahoma in Instructional Leadership and Academic Curriculum. Dykstra’s prior work experience includes serving as co-director of the Lower School at Westminster School, project director for the Early Childhood Collaborative of Oklahoma and as a pre-K and kindergarten teacher for Oklahoma City Public Schools. Her graduate work in instructional leadership as well as her experience with project management contribute to her ability to listen, appreciate diverse perspectives and facilitate constructive conversation and consensus-building. Stacy and her husband, Chris, have two daughters. Diane Horm Committee Member Diane M. Horm, Ph.D., is the George Kaiser Family Foundation Endowed Chair of Early Childhood Education and Founding Director of the Early Childhood Education Institute (ECEI) at the University of Oklahoma at Tulsa. Through the ECEI, Horm is currently leading several applied research initiatives in early childhood education including program evaluation research in collaboration with Tulsa’s Educare programs and a large, multi-year study will colleagues from Georgetown and McGill Universities to investigate children’s development from Pre-K through Grade 4. Horm has a Ph.D. in Child Development with a specialization in Early Childhood Education, a Post-Master’s Specialization in School Psychology, and a Master’s in Developmental Psychology. Bonnie McBride Committee Member Bonnie McBride, Ph.D., is an associate professor in the Section of Developmental and Behavioral Pediatrics at the University of Oklahoma Health Sciences Center. Dr. McBride’s research interests have focused on effective treatments for children with autism, early childhood education and inclusive practices for children with disabilities. She directs several projects that focus on the importance of developmental monitoring screening and early intervention. She serves as Oklahoma’s Ambassador for Learn the Signs. Act Early., a CDC developed health promotion program that aims to link together state efforts to improve early identification of developmental delay. Erin Maher Committee Member Dr. Maher’s is an Associate Professor of Sociology and Associate Director of OU’s Data Institute for Societal Challenges. Her research focuses on the intersection of poverty and child maltreatment, child well-being, and family functioning. She works with state agencies to evaluate social programs in these areas. She brings an applied focus to her scholarship and an emphasis on using and communicating research results in policy and practice. Prior to coming to OU, she served as Director of Research for a large national foundation conducting large scale program evaluations in child welfare. She has published extensively in journals reflecting a variety of academic disciplines. Process & Implementation Committee Co-Chairs: Paula Gates & Charlotte Hollarn Purpose: To determine a process and workflow for evaluating & implementing research-informed practice and practice-informed research that meet the needs of the early childhood system. Committee Members: Paula Brown, MAEd; Caren Calhoun; Amber Cuyler; Brittany Lee; Gabrielle Moon; Rachel Proper; Anthony Stafford; Nancy vonBargen, MC Paula Gates Co-Chair With over 24 years of experience in early childhood, Paula currently leads the Early Childhood Services program at Sunbeam Family Services as Chief Program Officer. Her broad range of experiences working in the field gives her a unique advantage in overseeing Educare Oklahoma City and a complex range of multi-faceted partnerships serving at-risk children and families under the Office of Head Start Child Care Partnership program. After years of owning her own child care center in NE Oklahoma, and then to directing non-profit early childhood centers, she became an integral component of the team that designed and implemented the Educare OKC model. With the opportunity to advance her knowledge base and share her insight with Early Head Start and Head Start grantees statewide, Paula joined the Office of Head Start Training and Technical Assistance Network in 2010. Returning to Sunbeam in 2015 to implement new partnerships between Office of Head Start and Office of Child Care, Paula has created a dynamic team that leads one of the state’s premier early childhood care and education programs. Paula holds a Bachelor’s of Science degree in Early Childhood Education from the University of Oklahoma, and has happily raised four children in Norman with her husband and partner, Galen Miller. Charlotte Hollarn Co-Chair Charlotte Hollarn, M.Ed. has been teaching and training in the early childhood education field for over 30 years. She attained her college education at the University of Oklahoma achieving a Bachelors Degree in Early Childhood Education and a Masters Degree in Adult/Community Education as well as Administration. Although the formal education is highly valued, her greatest learning moments have been while working with children and the adults in their lives. She has a never-ending passion for children and families and has served in many capacities in the area of early childhood education, professional development and teaching. Paula Brown Committee Member Paula A. Brown, MAEd has 36 years combined experience in Early Childhood and Disabilities. She continues her role as the Disabilities Services Manager for United Community Action Head Start and is a PhD student at Oklahoma State University in Human Development and Family Sciences through the Institute for Building Early Relationships (IBEaR). She earned her BS in Psychology from Oklahoma State University in 1985 and her Masters in Special Education from Ashford University in 2013. She has been a Governor’s appointee to Oklahoma’s Coordinating Council on Early Childhood Intervention (ICC) since 1998 and currently serves as the chair of the Infant Mental Health Committee for the ICC. Caren Calhoun Committee Member Caren was the founding executive director of Tulsa Educare until she recently retired and now serves as senior advisor to Tulsa Educare helping to enhance the quality and efficiency of licensed child centers/homes in the local community. Before joining Tulsa Educare, Caren was a Head Start Fellow from 2008-2009, during which time she worked in the Budget and Policy Division of the Office of Head Start in Washington, D.C. She has a master’s degree in early childhood education and over 35 years’ experience in early childhood administration with 22 of those years working in multi-site management. She has a specialty in program design and management, as well as in infant and toddler environments and partnerships. She was selected in June of 2012 as a “Head Start Champion of Change,” representing the children, staff, and families of Head Start on a panel with ten other honorees at the White House. In her down time, Caren keeps busy with her husband, five children and 12 grandchildren. Desiree Doherty Committee Member Desiree holds a Bachelor’s degree in Social Work from ORU, a Master’s degree in Adult Education/Human Resource Development from OSU, a Management Certificate from TU, and is a Leadership Tulsa Class 21 alum. Her professional experience is primarily in nonprofit executive leadership, volunteer management, program development, management training, fund raising, donor engagement and board development. She was Executive Director of The Parent Child Center of Tulsa for 10 years. During that time, she led the organization to become nationally accredited and grow to reach over 53,000 children and parents annually. At PCCT she collaborated to launch Project East Tulsa with Emergency Infant Services, Tulsa Area United Way’s “nexTulsa” leadership training program, Tulsa’s Anti-Bullying Coalition, Family Safety Center’s Child Advocacy Partnership and Tulsa County’s Safe Babies Court Team pilot project with Zero To Three. Desiree was the recipient of the 2016 Rodney Bivens Innovation Award from the Oklahoma Center for Nonprofits and the 2017 Mary Ellen Wilson Child Abuse Prevention Award for the Oklahoma State Department of Health. Prior to joining PCCT, Desiree worked for Hillcrest Healthcare System and Dowell Schlumberger. Since retiring in 2017, Desiree has consulted with the George Kaiser Family Foundation’s Birth to Eight Strategy for Tulsa (BEST) initiative and with Prevent Child Abuse Oklahoma at Parent Promise in OKC. She also offers coaching in nonprofit leadership, board development and fundraising. She is a past member of the Potts Family Foundation Advisory Council, Prevent Child Abuse America and Prevent Child Abuse Oklahoma. Desiree currently serves as 2020-2021 Board President of the Oklahoma Association for Infant Mental Health (OK-AIMH), and she volunteers with Jenks Community Food Bank and LifeSteps World Ministries. Anthony Stafford Committee Member Anthony Stafford is currently employed as the Division Director of Early Childhood Education for Big Five Community Services, Inc. based in Durant, Oklahoma. Mr. Stafford has served in this capacity for the past six years as a member of the agency’s leadership team. He is responsible for the administration and implementation of early childhood instruction primarily those involving Early Head Start services to children six months to three years of age and Head Start services to children three and four years of age. Mr. Stafford has more than 25 years of administrative experience working with non-profit organizations particularly in the areas of preschool and adolescent children. He has served on numerous boards and committees over the course of his career and currently serves as a member of the Oklahoma Partnership for School Readiness, the Region VI Head Start Association Boards and the Oklahoma Head Start Association. Mr. Stafford holds a Bachelor of Arts in communication from the University of Oklahoma. “It gives me great pleasure to serve as part of the implementation committee for the Oklahoma Clearinghouse for Early Childhood Success,” Stafford said. “I look forward to my role in this very important and worthwhile endeavor for children across the State of Oklahoma." Nancy vonBargen Committee Member Ms. vonBargen served 29 years with the Oklahoma Department of Human Services. She began her career as a licensing specialist, advancing to become the state child care administrator. During her tenure, the nation’s first statewide quality rating system was created. A robust professional development system, wage supplement program, scholarships, and coaching supports were created to support the workforce. A Tribal State Child Care Network was launched to increase collaboration. Grants were provided to support Head Start/child care partnerships with a focus on serving vulnerable families. Upon retirement from state government, she served two years as the first Executive Director of Smart Start Oklahoma, bringing together all programs serving young children in the state. In 2007, Ms. vonBargen joined the National Child Care Information Center, providing technical assistance to states with a focus on quality improvement, collaboration, and partnerships. Following her transition to the National Center on Child Care Quality Improvement (NCCCQI), she provided technical assistance to Regions VI, VIII, IX and X before being asked to assume the role of project director in September 2012. Upon award of a new five-year contract, she continued as project director of the National Center on Early Childhood Quality Assurance (NCECQA) until her transition to a consultant in 2019. She has served as president of her state’s two early childhood professional organizations, as a member of two community school-age program boards, and on the nine-member Council for NAEYC Accreditation from 2008 – 2011. She continues to work on projects funded by ACF, OPRE, and the state of Oklahoma. Public-Private Partnership Committee Co-Chairs: Annie Van Hanken Purpose: To identify and effectively braid public and private funding streams together to increase innovation and quality in early childhood systems across Oklahoma. Committee Members: Kelly Carter, Tricia Everest, Lindsay Laird, Craig Knutson, Tracy Meeuwsen, Teresa Rose Annie Koppel Van Hanken Co-Chair Annie Van Hanken oversees George Kaiser Family Foundation’s (GKFF) early childhood education and common education initiatives. Before joining the GKFF in 2002, Annie worked in inner-city Los Angeles at a community-based youth development center. She serves as board president for Tulsa Educare and a board member for Tulsa Legacy Charter School. Annie is also a gubernatorial appointee on the Oklahoma Partnership for School Readiness Board. She has a master’s degree in education, with an emphasis on learning disabilities, from the University of Texas at Austin and a dual bachelor’s degree in English and history, with a minor in classics, from Tulane University. Sarah Roberts Co-Chair Sarah Roberts currently serves as Vice President of Programs at Inasmuch Foundation. The Foundation was founded by Edith Kinney Gaylord in 1982 and makes grants in Oklahoma and Colorado Springs in these broad categories: education, human services, community and journalism. Sarah has been employed at Inasmuch Foundation for over 17 years. Inasmuch Foundation has placed emphasis on forging public/private partnerships to fund evidence-based interventions for vulnerable children and families as well as attracting much needed federal investments to Oklahoma City. Examples of a few successful public/private partnerships are: Pivot, Oklahoma City Educare, ReMerge, Metafund, Community CARES Partners, and Smart Start Central Oklahoma. Sarah previously served as Chairman of the Board of ReMerge and co-chaired the ReMerge capital campaign. Sarah is currently Chair of Sunbeam Family Services and Vice Chair of Oklahoma Partnership for School Readiness Board of Directors. Additionally, Sarah serves on the Board of Directors for: The Foundation for Oklahoma City Public Schools, Oklahoma City Police Athletic League (PAL) and Community Action Agency of Oklahoma County. Sarah previously served on the following Board of Directors: Integris Center for Mind, Body & Spirit, Oklahoma City Metro Literacy Coalition, ReMerge and Wes Welker Foundation. Sarah is a 2016 graduate of SALLT, Class 8 (Salt and Light Leadership Training) and a 2019 graduate of Leadership Oklahoma, Class 32. In 2008, Sarah was recognized by OKCBusiness as a recipient of the Forty under 40 Award. In 2020, Sarah was recognized by Pivot as their Advocate of the Year for building collaborative efforts to address youth homelessness in Oklahoma City. Sarah was previously an instructor with the Clarksville Montgomery County School System in Tennessee where she taught 5th grade. Sarah is a graduate of Bishop McGuinness High School (1992) in Oklahoma City and Sweet Briar College (1996) in Virginia where she received a Bachelor of Arts in Government with a teaching certificate. Sarah has been married to Hayden Roberts for more than 21 years. Hayden works for Oklahoma State University. They live in Oklahoma City and have two sons, Jackson who is 17 years old and Owen who is 11 years old. Tricia Everest Committee Member Fourth-generation Oklahoman Tricia Everest is Oklahoma Governor Kevin Stitt’s secretary of public safety. She is a graduate of Casady High School and received her bachelors’ degree from Vanderbilt University and juris doctorate from the University of Oklahoma College of Law. She has served as assistant attorney general for the State of Oklahoma, a trustee for the E.L. and Thelma Gaylord Foundation, chair of the Inasmuch Foundation Advisory Committee and is the founding chair of Palomar and ReMerge. Lindsay Laird Committee Member Lindsay Laird serves as vice president of programs at the Arnall Family Foundation where she is responsible for developing engagement strategies, building partnerships and overseeing project implementation. She has a master’s degree from West Virginia University and a bachelor’s degree in journalism from the University of Central Oklahoma. In 2014, Lindsay was listed in the OKCBiz Achievers Under 40 and is a graduate of Linking Oklahoma City’s Young Adult Leaders (LOYAL) Class IV. She serves on the board of directors for ReMerge, a comprehensive female diversion program as well as the Oklahoma Partnership for School Readiness Foundation. In 2018, Senate President Pro Tempore Greg Treat appointed Lindsay to the Oklahoma Commission on Children and Youth. Craig Knutson Committee Member Craig Knutson is the Potts Family Foundation’s president and chief executive officer. He has held professional/executive positions in Tulsa and Oklahoma City and serves on a number of local and statewide boards of directors. Craig is an OKCEO and has a long history of supporting early childhood development through his professional and personal affiliations. “Craig currently serves as PFF’s President & CEO. Teresa Rose Committee Member Teresa Rose is the executive director at Communities Foundation of Oklahoma, where she helps people and foundations thrive, grow and contribute to causes meaningful to them. She has spent her career serving others and improving her community, holding a variety of executive positions, including senior leadership roles at Oklahoma City Community Foundation and Chesapeake Energy Corporation. Her expertise in community relations, government affairs, philanthropy and legal matters, combined with her heart for giving, enable her to provide individuals, families and organizations with guidance and options as they choose the best way to approach giving. Serving the donors of over 850 donor driven and scholarship funds and 20 community funds, Teresa supports and guides impact giving across the state. Teresa earned both her bachelor’s and her law degrees from Oklahoma City University. She practiced law for several years, traveling the state and representing school districts in 150 different communities. Outside of the office, Teresa volunteers for organizations that impact Oklahoma and drive change for causes that improve life for Oklahomans. She is active with the Oklahoma City Chamber, serving on their executive committee and as the vice chair of the Education and Workforce Development Committee. She is on the board and the past board chair of the Civic Center Foundation, board of director for Philanthropy Southwest, and serves as a Mayoral Appointee on the MAPS 3 Downtown Park subcommittee and as chair of MAPS4. She is a founding member of the Family Justice Center, founding board chair of ReMerge, chair of the OKC Compact, and serves on the board of Saint Anthony’s Health Care of Oklahoma. Tracy Meeuwsen Committee Member Tracy Meeuwsen serves as Avedis Foundation’s Program Director, providing oversight to program grants and initiatives, while developing and cultivating strong partnerships with local nonprofits. Throughout her career in the public, private, and nonprofit sectors, Tracy has gained extensive expertise in the areas of data analysis, reporting, research, and process review and improvement. Still unsure about us? Learn more: FREQUENTLY ASKED QUESTIONS

< 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 Community of Support for Early Childhood Communities Date Submitted: 09/08/2021 Contact Information: Emily Scott Executive Director (405) 434-5507 escott@autismfoundationok.org Autism Foundation of Oklahoma PO Box 42133 Oklahoma City, OK 73162 Rating Category: Innovative Idea Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Medical Providers, Administrators, Parents Goals and Outcomes: The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). This model aims to prepare providers to present information effectively, respond to questions/concerns, lead activities that reinforce learning, and help others link evidence-based information to their day-to-day jobs, which ties in with the outcome of this submission. This submission will be the link between the evidence and the application of the evidence. The curriculum will include evidence-based information on the following areas: child development and social emotional well-being as it relates to autism spectrum disorders, components of quality early childhood education, family-centered care, culturally responsive care, teaming, collaboration, and communication. This program will build capacity across the state by training community-based providers through public-private partnerships in providing technical assistance and training to early childhood communities that support young children with autism. Below are the intended objectives for the first year of program implementation. Once the submission is approved, this project will collaborate with the Oklahoma Child Care Resource and Referral Association (OCCRRA) to ensure goals are achievable and realistic. Recruit and train ten new trainers from across the state to support early childhood communities on autism and related disabilities. Provide 100 virtual visits to early childhood communities supporting children with autism and related disabilities. Provide 50 on-site visits or video reviews to early childhood communities supporting children with autism and related disabilities. Brief Summary: The issue addressed through this submission is the translation of knowledge from the Clearinghouse or other evidence-based resources into everyday practice. Knowledge translation is the movement of a new idea from a research setting, peer-reviewed journal, systematic review, or continuing education course to day-to-day practice. Knowledge translation is more than just knowing; it involves putting that knowledge into practice. Knowledge translation starts with practitioners becoming aware of new information, shifting perception of new information, making a decision about new information, applying it, and confirming the new information by incorporating it into everyday practice. Knowledge translation can significantly be limited when practitioners do not have access to role models who will encourage and support them in implementing newly acquired information (Rabinowicz & Ray, 2018). This program aims to create a network of trained providers who bridge the gap in early childhood communities from acquiring new knowledge to applying the new knowledge into everyday practice. Based on literature around adult learning and knowledge translation, minimal change will occur if participants do not have access to a reliable support system (Rabinowicz & Ray, 2018). Early childhood communities are expected to know about all areas of child development. It is too much to expect them to be the expert in all things around child development. Through this program, the trained providers will be the experts in autism and related disorders, providing a valuable resource for early childhood communities supporting young children. Approximately 260,000 children in Oklahoma are under five years old (US Census Bureau, 2019). Using the national statistic that 1 in 54 children have a diagnosis, about 4800 children in Oklahoma under five have autism. In an Oklahoma statewide study, approximately 39% of parents of children with autism reported that childcare significantly impacted their employment decisions, which is seven times higher than families of children without autism. Not having access to childcare affects families three times more than the effects of poverty. The childcare community is a critical community to the health of Oklahoma families that would benefit from a program such as this submission. Previous Next

< Back Developmental Monitoring Resources and Support for Early Care and Learning Providers Date Submitted: 04/2022 Contact Information: Assistant Director, Pediatrics Kathryn Moore 405-842-9995 Kathryn-Moore@ouhsc.edu Oklahoma Autism Center 3901 NW 6th Street, Suite 100 OKC, OK 73116 Rating Category: Promising Practice Focus Area: Child Development Focus Population: Teachers, Caregivers, Parents Goals and Outcomes: The primary goal of this proposal is to ensure that providers in childcare settings are knowledgeable about the importance of monitoring a child’s development and have the tools needed to do this easily. This ensures that developmental milestones are tracked, families are more engaged in monitoring their child’s development, and children with potential developmental delays are more quickly identified and referred for appropriate services. To accomplish this goal, we will utilize “Learn the Signs. Act Early.” (LTSAE) campaign materials developed by the Centers for Disease Control and Prevention (CDC). The materials and resources are available free to the public and accessible to diverse audiences (e.g., available in Spanish and several other languages).Another important goal is to help support childcare providers so that they are better able to meet the needs of a diverse group of children including children with developmental delays. Using “Provider Cafes,” information will be provided related to how to support development including a wide range of child needs such as children with language or communication delays, autism, ADHD or other developmental concerns. Lastly, by providing regular opportunities for peer-to-peer discussion with a facilitator, “Provider Cafés” will promote provider resiliency and empowerment through opportunities for peer discussion and technical and material assistance. The ultimate desired outcome of this project is to identify children with potential delays as early as possible and ensure that they are connected to available resources and fully included and supported in childcare settings. Brief Summary: This submission aims to improve outcomes for children by facilitating awareness, training and support in developmental monitoring for early care providers (e.g. childcare centers, in-home providers). Our aim is to increase provider awareness and knowledge regarding the importance of developmental monitoring as well as what to do if concerns are identified. This will be accomplished with a dual-level approach of a broad informational campaign to promote knowledge and awareness as well as provide targeted support and technical assistance to providers. The first phase of this project will focus on the dissemination of developmental monitoring resources, both as ready-to-use tools and materials for providers and through short informational/training videos on topics pertinent to developmental monitoring and support in an early-childhood environment. These materials and resources will be distributed via social media and existing provider networks to promote awareness and knowledge about monitoring development and to secure interest in the secondary phase of interactive training activities. This campaign will utilize existing materials and resources drawn from the CDC’s “Learn the Signs. Act Early.” developmental monitoring campaign, including their series of “Watch Me!” online training modules for early childhood providers. Additional information about resources and next steps for families will be included. The second phase of activities will focus on providing engaged support for early care and learning partners identified in the first stage. We will implement a Provider Café model where providers participate in interactive virtual sessions hosted by a mediator and professional support experts. The goal of these sessions will be to provide in-depth discussion and support regarding early childhood development and the importance of identifying potential delays early. Building on the topics and resources shared in the first step of this proposal, the Provider Cafés will include provider-directed conversations about the role of developmental monitoring in promoting family resiliency as well as specific topics highlighted in each Café related to discussing concerns with families and strategies to support children with developmental delays in childcare settings. This will give early care providers the opportunity to voice their own experiences and needs, benefit from peer-to-peer discussion/support and receive expertise from experienced facilitators. Previous Next

< Back Early Birds for Child Care Professionals, Smart Start Central Oklahoma Date Submitted: 09/08/2021 Contact Information: Sandy Cotton Executive Director 405-286-2734 scotton@smartstartokc.org Smart Start Central Oklahoma PO Box 21505 Oklahoma City, OK 73156 Rating Category: Innovative Idea Focus Area: Child Development Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Parents 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. Second, we will enhance the quality of childcare available to families by training providers in our Early Birds educational program. Third, we will improve the school readiness of children under 5 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: 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, and job training costs, public assistance, and crime rates. In contrast, school readiness increases graduation rates, workforce readiness, job productivity, community engagement, and lifetime income. This grant will provide Early Birds training and learning materials for child care 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 providers 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. Previous Next

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

< Back ELQA Starting Right – CECPD Date Submitted: Fall 2023 Contact information: Contact person was Susan Kimmel but she has since retired Focus population: Children, teachers, Caregivers, Administrators Goals and outcomes: Project was not implemented by the Clearinghouse Brief/executive summary of program: This submission proposes to implement the Early Learning Quick Assessment (ELQA) and comprehensive high-quality professional development in literacy and numeracy in several rural childcare centers, Head Start, and public preschool/pre-k programs in Oklahoma to close achievement gaps. The following critical components comprise ELQA: Starting Right. • The Early Learning Quick Assessments (ELQA) are a series of web-based, teacher-friendly, quick assessments that monitor progress in early literacy and numeracy skills during pre-kindergarten and kindergarten (ages 3-5). Children's skills are assessed at intervals throughout the school year so teachers can identify children at risk for not meeting early targets and differentiate instruction to prepare children for kindergarten and beyond. • Ongoing professional learning and coaching assure fidelity of implementation. The goal of ELQA: Starting Right is to improve access to and use of high-quality early literacy and numeracy measurements and scientifically based strategies for differentiated instruction in preschools and childcare centers. Regular use of valid, reliable, yet quickly administered measures can help identify children at-risk, organize groups for most appropriate learning activities, and monitor ongoing progress effectively. Consistent implementation of proven instructional strategies has been shown to close achievement gaps and support a diverse population of learners. Previous Next

< Back Respectful Caregiving - OKAEYC Date Submitted: Fall 2023 Contact information: Susan Tabor, okaeyc@gmail.com Focus population: Children, Teachers, Guardians, and Parents Goals and outcomes: This program was not implemented by the Clearinghouse Brief/executive summary of program: Our primary objective is to promote secure and respectful relationships between caregivers and children. Our workshops aim to empower caregivers with the necessary tools to establish a strong foundation for children’s future success. The anticipated outcomes of our program include increased caregiving confidence and a sense of security in their ability to nurture children’s natural abilities and development. To measure the impact of our workshops, we will employ a survey-based approach, conducting both pre- and postworkshop surveys to assess participants' understanding and confidence. The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. This approach serves as a cornerstone for establishing trust and respect between caregivers and infants, fostering an environment where children can pursue their interests and develop at their own unique pace. Previous Next

< Back 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