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The Oklahoma 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. 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 The Oklahoma Clearinghouse for Early Childhood Success is now accepting new submissions for programs focused on Healthy Environments and Relationships . This funding opportunity aims to support initiatives that promote: • Maternal and family well-being • Positive, attuned, and nurturing caregiver-child relationships • Family engagement and supports • A paradigm shift in early childhood—improving child and family health, development, and well-being through a relationship-centered approach. New Submission Window NOW OPEN SUBMISSION APPLICATION BUDGET TEMPLATE FOR SUBMISSIONS 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 supporting children's behavioral development to expanding early childhood mental health services and 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 Impact Report On behalf of Oklahoma Partnership for School Readiness, we are excited to present this impact report highlighting the tremendous achievements of the Oklahoma Clearinghouse for Early Childhood Success. Our inclusive approach spans all early childhood care and education settings, including center-based care, home-based care, family, friend, and neighbor care, as well as programs like Head Start, Pre-K, and school- aged care. This comprehensive focus positions the Clearinghouse as a vital resource for identifying and advancing programs through Implementation Grants or other funding sources, such as the Preschool Development Grant Birth through Five. By blending and braiding funds from OKDHS and private donors, OPSR has extended the impact of Clearinghouse projects statewide, improving outcomes for even more children. DOWNLOAD THE REPORT 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 biannually 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.

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

Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. < Back Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Date Submitted: 09/08/2021 Contact Information: Kim Garrett CEO 405-552-1004 Kim.garrett@palomarokc.org Palomar: Oklahoma City's Family Justice Center, Inc. 1140 North Hudson Ave., Oklahoma City, OK 73103 Rating Category: Innovative Idea Focus Area: Social Emotional Learning Focus Population: Children, Caregivers, Guardians, Parents Goals and Outcomes: Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. In domestic violence, this coordinated response can make the difference between life and death for victims and their children. Our model is literally saving lives and interrupting the generational cycle of violence. Due to COVID-19, the Children in Oklahoma City have experienced additional and significant trauma. Palomar’s Children’s Sanctuary staff are highly trained to assess the needs of children who have experienced trauma. The Children’s Sanctuary provides free drop-in care for children in violent homes and aims to interrupt this cycle and lead kids to healing. Palomar is requesting funding to support its Children’s Sanctuary by providing two additional staff members, therefore dramatically increasing the Children’s Sanctuary’s capacity and allowing staff members to have more time to thoroughly address each child’s social and emotional needs. In an effort to mitigate trauma and help the children in our Community heal, Palomar has been in discussions with the University of Oklahoma Health Science Center to create the OUHSC Palomar Children’s Behavioral Health Program. This program would include developmental and mental health screening and assessment, evidence-based mental health treatment, case management, and advocacy through multidisciplinary team participation. This adds an innovative layer of protections for Oklahoma’s most vulnerable children. By adding a dedicated therapist and support staff for the Behavioral Health Program, Palomar will be able to provide comprehensive social and emotional mental health care to our children and lead them to a path of healing. Palomar’s Children’s Sanctuary serves Palomar client’s children of all ages, learning level, cognitive functioning and their families. Violence and adversity have a profound impact on shaping Oklahoma City. There is a direct correlation between adverse childhood exposure and chronic disease, mental illness, substance abuse and violence (CDC). Unmitigated trauma and adversity have been directly correlated with many issues that negatively impact Oklahoma City. By providing comprehensive wraparound services to children, as well as adult clients, in the Children’s Sanctuary, Palomar aims to mitigate our children’s Adverse Childhood Experiences and lead them to healing. Brief Summary: COVID created isolation for families, instability, loss of jobs and resources, and lack of connection which combined created a toxic environment for domestic violence and child abuse to thrive. In OKC, police calls related to domestic violence, and the severity of injury, have increased. Violence directly impacts our public safety, public health, education system, economy and overall quality of life. Palomar is designing and developing innovative solutions and opportunities for social impact that will be felt for generations to come. In OKC, we estimate there are over 36,000 children who are exposed to domestic violence and abuse. Providing a safe trauma-informed space for children and families is critical to ensure they get the help they need to heal and break the generational cycle of violence. The Children’s Sanctuary provides free trauma-informed childcare and is available for children of all ages while clients receive support services at Palomar. The Children’s Sanctuary staff builds rapport with children and their families, assesses and identifies needs, solves problems, safety plans, supports and empowers children. The Children’s Sanctuary reduces barriers that keep clients from getting timely services throughout the system by coordinating wraparound care for emotional, financial, administrative or cultural support. While in the Children’s Sanctuary, children can also receive services, including: Emotional Support; Crisis Intervention; On-Site Childcare; Service Coordination; Extensive follow-up and coordination with ongoing therapeutic programming; Referrals to Other Agencies; and, Emergency Assistance such as food, clothing, personal care or hygiene items. The Children’s Sanctuary allows Palomar to reduce barriers for clients while providing wraparound services for the entire family. As Palomar’s client numbers continue to grow, Palomar anticipates that the number of children will also increase. In 2020, Palomar’s Children’s Sanctuary, despite the COVID-19 Pandemic, served 664 Children who visited the Sanctuary 909 times. In 2021, our numbers have only continued to grow exponentially, creating limitations with capacity and staffing. In June 2021, Palomar served 219 children, with 137 visits, an increase of 119% visits and 80% increase in kids from just the previous month! At-risk families in Oklahoma City need a safe trauma-informed service that can enhance children, and their parents, social and emotional well-being. Previous Next

< 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

LENA’s programs help caregivers across the globe tap into this power of conversational turns. < Back LENA – Building Brains Through Early Talk Date Submitted: Fall 2023 Contact information: Ginger Galban, gingergalban@lena.org Focus population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and outcomes: Program was not implemented through Oklahoma Clearinghouse Brief/executive summary of program: LENA Grow is an innovative, research-based professional development program for infant, toddler, and pre-K teachers. LENA Grow supports stakeholders at every level, helping educators gain the skills to measurably improve classroom quality by boosting interactions, helping coaches adopt a novel, data-driven approach to complement their other observations of a teacher’s practice, and helping leadership make more informed planning and policy decisions. With weekly coaching sessions, teachers gain data insights that go far beyond typical feedback, leading to quality improvement without additional burden on their schedules. The program is language agnostic and has been proven to be effective in multilingual environments. LENA’s programs help caregivers across the globe tap into this power of conversational turns. LENA pairs our industry-leading ‘talk pedometer’, which measures a child’s language environment and generates easy-to-read data reports, with personalized, actionable feedback crafted through research-based strategies, with the ultimate outcome being increasing the quantity of early talk in both home and classroom settings. Previous Next

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. < 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

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

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. 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

Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. < Back Conscious Discipline Date Submitted: 09/07/2021 Contact Information: Sarah England Grants Director 405-609-8994 SEngland@SunbeamFamilyServices.org Sunbeam Family Services, Inc. 1100 NW 14th Street, Oklahoma City, OK 73106 Rating Category: Well-Supported by Research Focus Area: Social Emotional Learning Focus Population: Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents Goals and Outcomes: Conscious Discipline is an evidence-based, trauma-responsive, adult-first approach to self-regulation. It integrates social and emotional learning, equitable school culture, theory and application, and research and brain-based discipline practices in a single methodology, providing a pathway to resiliency and creating systemic and sustainable change. For more than 25 years as an SEL leader, our company’s vision has been to create “an interconnected world of conscious adults capable of responding instead of reacting to conflict, creating safe homes, safe schools and a safe planet.” Conscious Discipline affects this change by requiring adults to examine their social-emotional aptitudes and mental models so they can address or acquire missing, ineffective or weak skillsets. With this upgraded SEL toolbox, adults are then able to teach healthy SEL skills to the children in their care through both lessons and day-to-day interactions. Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. They then infuse SEL into all aspects of classroom management, instructional practices and school culture, and utilize everyday life and conflicts as their core SEL curriculum rather than relying on separate lessons. The social world of the school becomes the core curriculum. In most schools, the socialization process is unconscious— a “Do as I say, not as I do” approach. A common example of this is a school that verbally promotes inclusion while simultaneously relying on reward and punishment systems that inherently support an exclusionary, better than/less than culture. Another common example would be teaching a boxed lesson about respecting others while using a “green to red” card system that relies on fear and humiliation as a discipline strategy. The goal of Conscious Discipline is to make the cultural socialization of the school conscious, healthy, and in alignment with the vision and mission of the school’s stakeholders. In short, Conscious Discipline empowers teachers to create a conscious “Do as I do” environment in which children can experience the physical, social and emotional safety and connection necessary for them to learn, explore and grow to reach their fullest potential. Brief Summary of target population and issues/challenges: Throughout its 25 years as an SEL leader, Conscious Discipline has been rooted in neuroscience, trauma-responsive interventions and an inclusive culture of learning. It utilizes a hierarchical brain state model to increase understanding; is built on the metaphor of a healthy family instead of a factory; and creates an equitable lens and systems that ensure the optimal development and achievement of all. Conscious Discipline serves infant through elementary aged children. It is suited to any agency or individual that wants to create transformational change by integrating the following initiatives into one comprehensive program: Social and emotional learning (adults and children) Equitable school culture (adults and children) Brain-based discipline strategies embedded in neuroscience Trauma informed and trauma responsive care (adults and children) The goal of Conscious Discipline is for adults and children to become disciplined enough to set and achieve goals, conscious enough to know when they’re off track, and willing enough to return to a path of highest potential for themselves and others. To achieve this goal, adults must learn to regulate our thoughts, feelings and behaviors in order to model and teach this process for children. Most of us spend more time thinking about others’ thoughts, feels and actions than our own. We expend more energy trying to control others than we do regulating ourselves. By working with adults first and children second, the above four initiatives merge into one sustainable whole as we learn the fundamental skills and growth mindsets needed to create and maintain healthy relationships. One of the greatest challenges educators face is how to create healthy relationships with relationship-resistant or reluctant learners. Without a felt sense of safety and belonging, children will act out their inner pain on themselves or others. Disruptive and dangerous behaviors are common, while learning is impossible for them and impeded for others. The human brain is a social brain. Adults’ and children’s brain are always unconsciously asking, “Am I safe?” and/or “Am I loved (do I belong)?” Once we create a learning environment in which all members can answer “yes” to these questions, then and only then, can the brain consciously ask, “What can I learn?” Visit ConsciousDiscipline.com to learn more or to bring Conscious Discipline to your school or agency. 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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: 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

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

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. < 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

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

Established in 2020 by the Oklahoma Department of Human Services, the Clearinghouse was transferred to Oklahoma Partnership for School Readiness in 2021. 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 Executive Council 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 biannually 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. Outcome and Research Committee Purpose: To prioritize outcomes and recommend research-informed practices and practice-informed research that meet the needs of the early childhood system. 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 biannually 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. Process and Implementation Committee 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. 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 biannually 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. Still unsure about us? Learn more: FREQUENTLY ASKED QUESTIONS

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

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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 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

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. < 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

< 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