Early Childhood Prevention and Promotion Funding Opportunity
Kansas Early Childhood Advisory Council
The Kansas Early Childhood Advisory Council (ECAC) has made available one-time awards of up
to $4,000 per community to support the implementation of early childhood prevention and
promotion programs. This is a competitive funding opportunity. Only one application will be
accepted per community; collaboration is highly encouraged.
The Kansas Early Childhood Mental Health Council recommends the following programs for
implementation. More information about each program can be found in the attached
document.
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Second Step
Al’s Pals
Al’s Caring Pals
The Incredible Years
Triple P—Positive Parenting Program
CSEFEL Model
To be eligible for the funding, the organization applying must agree to the following:
 Select a program for implementation focusing on children aged 0 to 8.
 Provide follow-up information as needed, complete reports, and work with evaluation
team members.
 Begin initiative within 30 days of award. The project does not need to be fully
implemented at that time, but awardee must be able to demonstrate significant
progress toward implementation.
 Complete the brief application and submit to Loretta Severin via e-mail at
lseverin@ku.edu
Contact Loretta Severin (lseverin@ku.edu) with questions or for additional information.
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The deadline for submission of applications is Friday, September 6th at 5:00 p.m.
Applications should be no longer than three pages in length. The budget does not count toward
the page limit. Please review your contact information before submitting to ensure accuracy.
Applicant Organization Click here to enter text.
Organization Contact Person Click here to enter text.
Address Click here to enter text.
City Click here to enter text.
Zip Code Click here to enter text.
Phone Number Click here to enter text.
E-mail Address Click here to enter text.
Target Communities Click here to enter text.
Provide information about your community’s need for early childhood prevention and
promotion programming.
Click here to enter text.
Provide brief demographic information about your community.
Click here to enter text.
Describe the history of collaboration around early childhood in your community.
Click here to enter text.
Anticipated number of children served through the proposed project:
Click here to enter text.
Please provide an explanation of how you reached the above estimate.
Click here to enter text.
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From the list below, please select the proposed project you plan to implement.
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Second Step
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Al’s Pals
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Al’s Caring Pals
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The Incredible Years
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Triple P
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CSEFEL Model
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Other _____________________________________________________________
If you selected “Other” above, please provide information regarding the evidence
base of the proposed program and rationale for selecting the program.
Click here to enter text.
Provide a narrative describing your proposed activities as part of this project.
Click here to enter text.
Amount requested: Click here to enter text.
Attach a W-9 to your final application. The applicant organization and organization
listed on the W-9 must match.
☐
Check if W-9 is attached
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Complete the project budget summary below, providing a justification for each item.
Community Name:
Purpose of Request:
Expenditure
Purpose/Justification
Amount
Total request
Example budget:
Community Name: XYZ County
Purpose of Request: Implementation of Second Step in XYZ Community
Expenditure
Purpose/Justification
Second Step implementation kit
$359 x 3
Necessary for implementation at three
preschool settings (X Center, Y Center,
and Z Center)
Feelings cards
$15 x 3
To support implementation at three
sites
Sing along CD
$20 x 3
To support implementation at three
sites
Puppet set
$32 x 3 To support implementation at
three sites
Poster set
$33 x 3
To support implementation at three
sites
Staff time
$20 per hour x 60 hours
Suzy Smith, XYZ staff person, will
provide training, support to the
centers, order materials, and manage
implementation of project
Total request
Amount
$1,077.00
$45
$60
$96
$99
$1,200
$2,577.00
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Recommended Early Childhood Prevention and Promotion Programs
Second Step
A classroom-based social-skills program for children 4 of age and older that teaches
socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing
social competence. The program builds on cognitive behavioral intervention models integrated
with social learning theory, empathy research, and social information-processing theories. The
program consists of in-school curricula, parent training, and skill development. Second Step
teaches children to identify and understand their own and others' emotions, reduce
impulsiveness and choose positive goals, and manage their emotional reactions and decision
making process when emotionally aroused. Group decision making, modeling, coaching, and
practice are demonstrated in the Second Step lessons using interpersonal situations presented
in photos or video format.
Outcomes include:
o Improvement in social competence, school performance, and satisfaction with
life
o Decrease in anxiety and depressed behavior
o Improved conflict resolution
o Significant gains in knowledge about empathy, anger management, impulse
control, and bully-proofing
o Increased knowledge of social skills
o Decreased aggression
o Increased positive behavior
 http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=66
 http://www.cfchildren.org/second-step.aspx
Al's Pals: Kids Making Healthy Choices
School-based prevention program that seeks to develop social-emotional skills such as selfcontrol, problem-solving, and healthy decision making in children in preschool, kindergarten,
and first grade. The program fosters both the personal traits of resilience and the nurturing
environments children need to overcome difficulties and fully develop their talents and
capabilities. Through fun lessons, engaging puppets, original music and materials, and
appropriate teaching approaches, the Al's Pals curriculum:
o Helps young children regulate their own feelings and behavior;
o Creates and maintains a classroom environment of caring, cooperation, respect,
and responsibility;
o Teaches conflict resolution and peaceful problem-solving;
o Promotes appreciation of differences and positive social relationships;
o Prevents and addresses bullying behavior;
o Conveys clear messages about the harms of alcohol, tobacco, and other drugs;
and builds children's abilities to make healthy choices and cope with life's
difficulties.
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The program consists of a year-long, 46-session interactive curriculum delivered by trained
classroom teachers who use Al's Pals teaching approaches to infuse the concepts into daily
interactions with the children. Ongoing communication with parents is also part of Al's Pals.
Teachers regularly send parents letters to update them about the skills the children are
learning, suggest home activities to reinforce these concepts, and inform parents about their
child's progress.
 http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=116
Al’s Caring Pals
Al’s Caring Pals was developed in response to requests to use “Al’s Pals: Kids Making Healthy
Choices” in home-based child care settings, also known as family child care homes. Al’s Caring
Pals is designed specifically for home-based child care. Lively training sessions address the
unique aspects of this setting and build the skills of providers. Down-to-earth approaches and
practical materials prepare providers to help children learn to express and manage feelings,
solve problems peacefully, accept differences, control impulses, cope, and make safe and
healthy choices.
 http://www.wingspanworks.com/educational_programs/about_als_caring_pals.php
The Incredible Years
The Incredible Years programs for parents and teachers reduce challenging behaviors in
children and increase their social and self-control skills. The Incredible Years programs have
been evaluated by the developer and independent investigators. Evaluations have included
randomized control group research studies with diverse groups of parents and teachers. The
programs have been found to be effective in strengthening teacher and parent management
skills, improving children's social competence and reducing behavior problems. Evidence shows
that the programs have turned around the behaviors of up to 80 percent of the children of
participating parents and teachers. Programs recommended for use with this funding
opportunity:
o Baby Parent Program
o Toddlers Parent Program
o Preschool BASIC Parent Program
 http://www.incredibleyears.com/
Triple P—Positive Parenting Program
A multilevel system or suite of parenting and family support strategies for families. Developed
for use with families from many cultural groups, Triple P is designed to prevent social,
emotional, behavioral, and developmental problems in children by enhancing their parents'
knowledge, skills, and confidence. The program, which also can be used for early intervention
and treatment, is founded on social learning theory and draws on cognitive, developmental,
and public health theories. Variations of some Triple P levels are available for parents of young
children with developmental disabilities (Stepping Stones Triple P) and for parents who have
abused (Pathways Triple P).Triple P has five intervention levels of increasing intensity to meet
each family's specific needs. Each level includes and builds upon strategies used at previous
levels:
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o Level 1 (Universal Triple P)
o Level 2 (Selected Triple P)
o Level 3 (Primary Care Triple P)
o Level 4 (Standard Triple P and Group Triple
o Level 5 (Enhanced Triple P)
http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=1
CSEFEL Model
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on
promoting the social emotional development and school readiness of young children birth to
age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care
Bureau for disseminating research and evidence-based practices to early childhood programs
across the country.
One area of focus is the Pyramid Model for Supporting Social Emotional Competence in Infants
and Young Children. Extensive, user-friendly training materials, videos, and print resources
which are available to help early care, health and education providers implement this model
are available at
 http://csefel.vanderbilt.edu/resources/strategies.html
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