The five components of the OU ERF model are appropriate environment, research-based curriculum, differentiated coaching, progress monitoring, and content knowledge. Each is necessary for optimal learning (OLS) to occur; however alone none are sufficient to create an OLS for acceleration. This evidence-based model has been implemented in ERF projects at the University of Oklahoma. Appropriate environment includes aspects found within evidence-based pre-school curricula. These aspects encompass a safe and interesting physical environment (e.g., interest centers, literacy rich displays of children’s work, classroom library and writing center, alphabet display, etc.); a daily routine, with small and large group time, that incorporates literacy as part of both focused and indirect instruction; and a classroom community in which oral language is stressed for relation building as well as problem-solving. The ERF curriculum stresses early language, cognitive, and pre-reading skills that prepare children for continued school success. Pre-reading skills include oral language development, phonological awareness, print awareness, and alphabet knowledge.