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Innovative Ideas Novel early childhood ideas that describe a plan or possible course of action but have not been put into practice or backed by research. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Innovative Idea Community of Support for Early Childhood Communities The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). Read More Innovative Idea Early Learning Works The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. Read More Innovative Idea Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. Read More Innovative Idea Early Birds for Child Care Professionals, Smart Start Central Oklahoma Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. Read More Innovative Idea Deaf Mentor Program: Deaf Adult to Family Connection To increase visual language skills of young deaf children and their families, and establish meaningful relationships between families and Deaf adult role models across the state of Oklahoma. Read More Innovative Idea Respectful Caregiving - OKAEYC The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. Read More Innovative Idea Air Quality in Oklahoma Early Childhood Settings The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). Read More

Research Based Early childhood programs and services which include study outcomes published in peer-reviewed journals. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Well Supported by Research Pyramid Model The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. Read More Promising Research Al’s Pals Kids Making Healthy Choices The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. Read More Well Supported by Research Conscious Discipline Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. Read More Well Supported by Research Reach Out and Read The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention. Read More Additional Research Needed Supporting Data-driven Improvements in Early Education This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. Read More Well Supported by Research LENA – Building Brains Through Early Talk LENA’s programs help caregivers across the globe tap into this power of conversational turns. Read More Promising Research ELQA Starting Right – CECPD 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. Read More

Practice Based Early childhood programs and services driven by industry wisdom, organizations, practice, or other consensus approaches that do not necessarily include systemic use of research evidence. Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Year Select Submission Year Search by keyword Best Practice Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) As a Prevention strategy, the goal of Infant and Early Childhood Mental Health is to support the development of infants and young children through strengthening the responsive capacity of their caregivers and promoting safe, stable, nurturing environments. Read More Promising Practice Developmental Monitoring Resources and Support for Early Care and Learning Providers 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. Read More Best Practice Growing Like a Read With financial support, the Pioneer Library System’s GLAR program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. Read More Emerging Practice Start Right – Finish Ahead The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. Read More Promising Practice Cognitive ToyBox, Inc. Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. Read More Promising Practice Lilyfield – TBRI and Trauma Informed Classrooms Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Read More Promising Practice Autism Foundation of Oklahoma – Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) 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. Read More

All Programs Our Clearinghouse offers comprehensive support for early childhood care and education, covering a wide range of settings such as centers, homes, family and friend arrangements, and programs like Head Start and Pre-K. Filter by Program Type Select Program Type Filter by Rating Category Select Rating Category Filter by Focus Area Select Focus Area Filter by Focus Population Select Focus Population Filter by Submission Date Select Submission Date Search by keyword Promising Research ELQA Starting Right – CECPD Child Development The goal of ELQA: Starting Right is to improve access to and use of high-quality early literacy and numeracy measurements and scientifically based strategies for differentiated instruction in preschools and childcare centers. Children, Caregivers, Administrators, Teachers 2023 Read More Well Supported by Research LENA – Building Brains Through Early Talk Child Development LENA’s programs help caregivers across the globe tap into this power of conversational turns. Children, Owners, Teachers, Caregivers, Guardians, Parents, Administrators 2023 Read More Promising Practice Autism Foundation of Oklahoma – Training Oklahoma Childcare Providers to Support Children with Autism (TOCA) Social Emotional Well-Being Providing comprehensive training to consultants and childcare providers improves the quality of care for children with autism, offering tailored support to address their unique needs. Caregivers, Children, Guardians, Owners, Parents, Teachers 2023 Read More Promising Practice TBRI and Trauma Informed Classrooms Social Emotional Well-Being Childcare providers can self-refer for a classroom consultation when they have an at-risk child who is struggling in their center. Caregivers, Children, Guardians, Teachers 2023 Read More Promising Practice Cognitive ToyBox, Inc. Child Development Cognitive ToyBox provides a unique, research-based approach to child assessment, enabling educators to use a combination of observation and game-based assessments. Children, Administrators, Parents, Teachers 2023 Read More Innovative Idea Air Quality in Oklahoma Early Childhood Settings Healthy Environment and Relationships The overall goals of this project are to investigate the efficacy, implementation, and cost effectiveness of using two air disinfection solutions in ECE classrooms: (1) indoor air purifier, and/or (2) upper air disinfection utilizing germicidal ultraviolet light (UV-C). Children, Teachers 2023 Read More Innovative Idea Respectful Caregiving - OKAEYC Child Development The proposed workshop series, a collaborative effort between the Oklahoma Association for the Education of Young Children and certified trainers, seeks to empower caregivers with vital insights into the paramount significance of this early phase. Children, Guardians, Parents, Teachers 2023 Read More Well Supported by Research Conscious Discipline Social and Emotional Learning Conscious Discipline’s adult-first, child-second approach equips educators with the mindset and skillsets needed to internalize and dramatically upgrade their own social and emotional aptitudes. Caregivers, Guardians, Administrators, Owners, Children, Teachers, Parents 2021 Read More Well Supported by Research Pyramid Model Social and Emotional Learning The overall goal of the proposed work is to improve the social emotional development of young children in Oklahoma in any licensed childcare program. Caregivers, Owners, Children, Teachers, Guardians, Administrators, Parents 2021 Read More Promising Research Al’s Pals Kids Making Healthy Choices Social and Emotional Learning The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention, designed to foster intentional skill-building in parents, resilience in families, and positive bonding between children and families, integrated into pediatric primary care. Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents 2021 Read More Additional Research Needed Supporting Data-driven Improvements in Early Education Social and Emotional Learning This proposal provides a framework to support continuous improvement for early education programs that utilizes classroom and child data to identify existing strengths and appropriate areas for coaching and development. Children, Teachers, Caregivers 2021 Read More Well Supported by Research Reach Out and Read Social and Emotional Learning The goal of this project is to ensure the healthy development and social emotional well-being of young children ages 5 and below throughout Oklahoma through the promotion of the Reach Out and Read (ROR) intervention. Caregivers, Guardians, Children, Parents, Medical Providers 2021 Read More Promising Practice Developmental Monitoring Resources and Support for Early Care and Learning Providers Child Development The ultimate desired outcome of this project is to identify children with potential delays as early as possible and ensure that they are connected to available resources and fully included and supported in childcare settings. Teachers, Caregivers, Parents 2022 Read More Best Practice Infant and Early Childhood Mental Health Program Expansion (I-ECMHC) Child Development As a Prevention strategy, the goal of Infant and Early Childhood Mental Health is to support the development of infants and young children through strengthening the responsive capacity of their caregivers and promoting safe, stable, nurturing environments. Children, Caregivers, Guardians, Parents, Owners, Administrators, Teachers 2022 Read More Best Practice Growing Like a Read Child Development With financial support, the Pioneer Library System’s GLAR program could be extended even further beyond the walls of the libraries to childcare providers in low-income areas of the PLS three-county service area. Children, Caregivers, Guardians, Parents 2022 Read More Emerging Practice Start Right – Finish Ahead Social Emotional Learning The goal of this this submission is to provide a 1-2 year program that has been tested for more than ten years in numbers of settings (homes, learning centers, schools, etc) for the EC age child. Children, Teachers, Owners, Caregivers, Guardians, Administrators, Parents 2021 Read More Innovative Idea Early Learning Works Child Development The goal of Next Gen Tulsa FCC is to increase access to quality home-based child care for young children in Tulsa. Children, Teachers, Owners, Caregivers, Guardians, Parents 2022 Read More Innovative Idea Community of Support for Early Childhood Communities Social Emotional Learning The primary outcome for this submission is to increase support for early childhood communities in the area of autism and related disabilities by creating a statewide community of specially trained providers. The Autism Foundation of Oklahoma (AFO) will use the Training of Trainers Model to achieve this goal, recommended by the Center for Disease Control and Prevention (2019). Children, Teachers, Owners, Caregivers, Guardians, Medical Providers, Administrators, Parents 2021 Read More Innovative Idea Children's Sanctuary at Palomar, Oklahoma City's Family Justice Center Social Emotional Learning Palomar has a tremendous goal: to unify all possible services a victim and their children may need and make them easily accessible by housing them in one convenient location. Children, Caregivers, Guardians, Parents 2021 Read More Innovative Idea Early Birds for Child Care Professionals, Smart Start Central Oklahoma Child Development Smart Start Central Oklahoma’s primary goal is to build a supportive and involved community that works to ensure children are safe, healthy, eager to learn, and ready to succeed by the time they enter school. Children, Teachers, Owners, Caregivers, Guardians, Parents 2021 Read More Innovative Idea Deaf Mentor Program: Deaf Adult to Family Connection Child Development To increase visual language skills of young deaf children and their families, and establish meaningful relationships between families and Deaf adult role models across the state of Oklahoma. Caregivers, Guardians, Parents, Siblings, Family Members in the Home 2022 Read More

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 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

< 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

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 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

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

< Back 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 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

< 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 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 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 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 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 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

< 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