Research is building about the effectiveness of preschool programs for preparing disadvantaged children for entry into kindergarten and beyond, yet less is known about effective program models to support infant and toddler early learning. Therefore, the Office of the Assistant Secretary for Planning and Evaluation (ASPE), in partnership with the Office of Planning, Research and Evaluation, within the U.S. Department of Health and Human Services, funded Mathematica Policy Research and its partners to conduct the Learning about Infant and Toddler Early Education Services (LITES) project. LITES aimed to identify replicable program models that support infant and toddler early learning in out-of-home early care and education (ECE) settings to inform future research, policy, and program directions at the federal, state, and local levels. LITES includes two main components: (1) a systematic review to identify effective program models in out-of-home ECE settings that support infant and toddler early learning, and (2) a scan of the field for program models that are of interest (or "compelling") for supporting these domains of infant/toddler development, but lack rigorous research examining impacts on children's outcomes. For both components, we examined infant and toddler early learning models that targeted children's cognitive, language, and/or social-emotional/behavioral development. For the systematic review, we conducted a comprehensive literature review to identify studies with eligible research designs, rated the quality of the studies, and examined evidence of effectiveness on children's outcomes. In contrast, for the compelling models scan, we identified models through a nomination process and discussion with a small group of experts in the field. This report focuses on the compelling models identified in that scan. To learn more about the scope, methodology, and findings for the systematic review, please refer to Monahan et al. 2015 (author abstract)