Program Goals

The Otoe-Missouria Tribe

The Otoe-Missouria Tribe


  1. Make staff more aware of educational approach for three through five year olds.
  2. To improve mental health services.
  3. Improve on the identification of children’s nutritional needs.
  4. Improve developmental sensory and behavioral services.
  5. Improve program planning services.
  6. Improvements within the Family Service Component.
We currently have a written plan that is revised every program year as needed and the Education Coordinator will be conducting training on our curriculum to let the staff understand the importance of on-going assessment to make sure child outcomes and domains are being reached.
  1. The Tribe has a Mental Health Specialist as well as the Program has contracted a Mental Health Specialist to collaborate with to implement the mental health component of our program.
  2. The tribe has a Nutritionist on the Complex and we work with them on developing nutrition programs. The program has also sent out information to the community members on nutrition services and has informed parents on the child nutrition requirements and regulations.
  3. The developmental, sensory and behavioral services continue to improve. The program has medical, dental, vision, speech and language professionals available so the students receive these services as needed. We look forward to being able to offer better quality services through our qualified Disabilities Coordinator.
  4. Overall program planning needs to be improved..
  5. Family Service Component has improved over the past year but look forward to it improving in the next year. We are working diligently on having parents and community members more involved within the program.

Overall, our program’s goals and objectives in the next year will be a priority. These are our long range goals and we are on the right track to achieving these goals and objectives. We are currently working on implementing the plans that we have developed to achieve success. It will take time to get the community involved in what they need to be involved with. Over the past year we have seen the community interest in the program grow and people getting more involved. To achieve these goals it will take participation and collaboration from all community members. The program cannot achieve them alone. It is nice to see the Tribe participating with the Head Start Program. We now have the collaboration with the grantee to get the services that we need to obtain our goals. The Head Start staff looks forward to what the future brings and the involvement of the community within the program.

Otoe-Missouria Head Start
Program Goals and Objectives

  1. Background Information
    1. Purpose of the goals and Objectives
  • The purpose of the goals and objectives for our program is to ultimately meet the overall Head Start goals of improving social competence.
  • The definitive goal of a Head Start program is to establish a supportive learning environment for children, parents and staff, in which the processes of enhancing awareness, refining skills, and increase understanding are valued and promoted.
  • Recognize that the members of the Head Start community have roots in many cultures. Head Start families and staff, collaborating can effectively promote respectful, sensitive, and proactive approaches to diversity issues.
  • Understand the empowerment of families occurs when program governance is a responsibility shared by families, governing bodies, staff and when the ideas and opinions of families are heard and respected.
  • Embrace a comprehensive vision of health for children, families, and staff which assure that basic health needs are met. Encourages practices that prevent future illnesses, injuries, promotes positive culturally relevant health behaviors that enhance life-long well being.
  • Respect the importance of all aspects of an individual’s development, including social, emotional, cognitive and physical growth.
  • Build a community in which each child and adult is treated as an individual while, at the same time, has a sense of belonging to the group is reinforced
  • Foster relationships with the larger community, so that families and staff are respected and served by a network of community agencies in partnership with one another.
  • Develop a continuum of care, education, and services that allow stable, uninterrupted support to families and children during and after their Head Start experience.
  1. Otoe-Missouria Tribe of OK Head Start Goals and Objectives
    1. Make staff more aware of educational approach for three through five year olds.
  • Our current written plan will be revised annually to meet the needs of the program.
  • All staff will understand the meaning of on-going assessment, and make sure that we are meeting the child outcomes and domains.
    1. To improve Mental Health Services
  • To cooperate and work collaboratively with parents by soliciting parental information, observations and concerns about their child’s mental health.
  • Discuss and identify with parents appropriate responses to their child’s behavior.
  • Discuss how to strengthen nurturing, supportive environments and relationships in the home and at the center.
  • Help parents better understand mental health services.
  • Support parents’ participation in any needed mental health interventions.
  • Secure services of a mental health counselor in a timely and effective manner when family and staff have concerns about child’s mental health.
  • Have a regular schedule of on-site mental health consultation involving the mental health staff.
  • Develop and implement program practices responsive to the identified behavioral and mental health concerns of an individual child or group of children.
  • Promote children wellness by providing group and individual staff and parent education on mental health issues.
  • Assist in providing special help for children with a typical behavior or development.
    1. Improve on the identification of children’s nutritional needs.
  • To promote child wellness by providing nutrition services that supplements and complement those of the home and community.
  • To gather information from families on nutritional requirements and feeding patterns.
  • To review the child’s current health and medical history record containing information related to nutritional status (underweight, overweight, anemic, etc)
  • To gather information about family eating patterns, including cultural preference, special dietary requirements for each child with nutritional related health problems.
  • To implement a nutrition program that meets the nutritional needs and feeding requirements for each child with nutrition special dietary needs and/or disabilities.
  • Keep parents and appropriate community agencies involved in planning, implementing, and evaluating of nutritional services.
  • Developmentally appropriate opportunity is provided for the involvement of children in food-related activities.
  • Assist families with food preparation and nutritional skills.
    1. Improve Developmental, Sensory, and Behavioral Services
  • To obtain direct guidance from a mental health professional on how to use the findings to address identified needs.
  • To utilize multiple sources of information on all aspects of each child’s development and behavior, including input from family members, teachers and other relevant staff who are familiar with the child’s typical behavior.
  • To ensure all follow-up and treatments needed by establishing a system of an on-going communication with parents of children identified health needs to facilitate the implementation of the follow-up plan.
  • Assist with the provision of related services addressing health concerns in accordance the IEP and the IFSP.
  • To use Head Start funds for professional dental and medical services when no other source of funding is available.
  • Implement on going procedures that identify any new or recurring medical, dental, or developmental concerns so that they may quickly get appropriate referrals.
  • Involve and consult the parents in conducting the process and notify them immediately when a health or developmental problem is suspected.
  • Familiarize parents with the use of and rationale for all health and developmental procedures administered through Head Start.
  • Talk with parents about how to familiarize their children in a developmentally appropriate way and in advance about all of the procedures they will receive while enrolled in the program.
  • If a parent or other legally responsible adult refuses to give authorization for health services, Head Start must maintain written documentation of the refusal.
  • To support individualization for children with disabilities in Head Start.
  • Ensure enrolled families with infants and toddlers suspected of having a disability are promptly referred to the local early intervention agency.
  • Participate in and support efforts for a smooth and effective transition for children

People Responsible: Disabilities Coordinator, Mental Health Counselor

Time Line: Process of implementing

    1. Improve Program Planning Organization
  • Develop a better system of on going monitoring
  • Establish a training system that will effectively train Policy Council, Parent Committee, and the Governing Body.
  • Make policy and procedures more appropriate for our program.
  • Record keeping needs to be more stable and efficient.
  • Communication has to be reinforced among staff and families.
  • Do self-assessment of program on an annual basis.
  • Training and development will be more appropriate depending on staff needs (see training plan).

People responsible: Director, Coordinators, All Staff

Time Line: Being implemented ASAP

    1. Improvements within the Family Service Component
  • Family goal setting will be a priority – Family partnerships with families will take place during orientation and these consist of a time line for the goals that the family sets for themselves.
  • Accessing community services and resources – A strengths and needs assessment is included as part of the enrollment process. This information gathered from these forms will help us set up trainings or work shops for our families.
  • Parent involvement – Health, Nutrition and Mental Health Education – Parent training sessions will be offered at least once a month by on-site presentations and through information in the monthly newsletter. Topics of these trainings will include medical, dental, nutrition and mental health information. Information in the trainings should include but not limited to: how to enroll and participate in health care and becoming active partners in medical and dental care processes. Additional information will be available as requested by the families.
  • Parent Involvement/Community Advocacy – A resource handbook is given to each parent at the time of the enrollment or during orientation. Parents are encouraged to use community resources as needed. The resource handbook is updated annually as needed, through information shared with staff by parents.
  • Parent Involvement/Transition Activities – Parents are encouraged to become active in their child’s education. Teachers will provide parents with information on separation anxiety. Staff will meet with parents of children who will be transitioning into Kindergarten. Parents will be informed of enrollment process and daily schedule of the kindergarten class their child will be attending. The kindergarten teacher will be invited to attend this meeting if available. A tour will be scheduled to visit the kindergarten classroom and meet the staff. Information on involvement and PTA and other public school organizations will be provided to parents as available. Parents will be encouraged to remain involved in their child’s education.
  • Parent Involvement/Home Visits – Home visits will be discussed during parent orientation. Discussion will include the advantages and reasons for home visits are conducted. Parents will be informed that home visits are done at least twice a year and every effort will be made to visit the parent(s) in their home at their convenience.
  • Community Partnership Agreements – Community partnership agreements are on file with resource agencies to outline and assure delivery of community services to children and families.
  • Advisory Committees – A health service advisory committee will be formed each year which includes Head Start parents, health professionals, and other volunteers from the community and meet on a quarterly basis. Other committees will be formed as needed.

People Responsible: Family Service Coordinator, Director, Disabilities Coordinator, Staff, Public Schools

Time Line: Is being implemented ASAP.