img (541)734-5150
img 1001 Beall Lane, Central Point, OR. 97502
About Us

IMG_7552Head Start is a federally funded program for preschool children from low-income families. Head Start Oregon Preschool Kindergarten Program (OPK) is the same program but is state funded. Children who attend Head Start participate in a variety of educational activities in stimulating settings to help them grow mentally, socially, emotionally, and physically. They also receive free medical and dental care, have healthy meals and snacks, and enjoy playing indoors and outdoors in a safe setting. Head Start helps all children succeed. Services are offered to meet the special needs of children with disabilities.

Early Head Start services are available for pregnant women, infants and toddlers in selected communities.

Head Start and Early Head Start works with the family, offering a sense of belonging, support services, and a chance to be involved in activities to help the whole family.

We assess children’s skills and abilities three times a year and use the data to plan for individual children and to make program improvements to ensure children are ready for kindergarten.

Funded Enrollment 2016-2017
Head Start | 1,000
Early Head Start | 164

Average monthly enrollment for Head
Start/Early Head Start | 1,141 (100%)

Mission Statement

Southern Oregon Head Start prepares children and their families for success in school and throughout life.

Vision Statement

Children will enter school healthy, ready to learn, and with age-appropriate skills by participating in Southern Oregon Head Start and Early Head Start (SOHS). SOHS will support family well-being and nurturing relationships between children and parents, and will encourage lifelong learning for both children and parents. SOHS will be recognized as the leader in our community in providing high-quality services for children age birth to five years. Our employees will be highly competent, well-qualified, competitively compensated, and dedicated to the work they do. SOHS will be well-managed to maintain high-quality services.

 School Readiness Goals


  • 90% OF ALL CHILDREN ENTERING Kindergarten will perform within the Widely Held Expectations in the Five Essential Domains assessed. These domains are form the Head Start Early Learning Outcomes Framework. Additional focus will be provided as follows:


Essential Domain: Language and Literacy

Goal 1: Children will use and comprehend oral language for conversation and communication.

  • Children begin to tell stories about other times and places that have a logical order and that include major details. They express themselves in increasingly long, detailed and sophisticated ways.

Goal 2: Children will use and understand print as a system of visible marks that represent the sounds within words and words themselves.

  • They begin to recognizes as many as 10 letters, especially those in own name.
  • The can Use letter-sound knowledge and identify and produce the sounds of a few letters

Goal 3: Children can identify and discriminate the sounds within words, as separate from the word itself.

  • Decides whether two words rhyme.
  • Demonstrates awareness that spoken language is composed of smaller segments of sound.

Goal 4: Children who are dual language learners (DLLs) will demonstrate increased competency in their home language while developing proficiency in English. As their vocabulary becomes more varied and complex, they are able to express a broader content of knowledge. Ongoing development of the home language is essential.

  • Begins to tell stories about other times and places that have a logical order and that include major details.
  • Engages in conversations and decides if 2 words rhyme in Spanish or other home language
  • Recognizes as many as 10 letters, especially those in own name in their home language and identifies the sounds of a few of those letters.
  • Demonstrates progress in listening to, understanding and speaking English.

Essential Domain: Cognition and General Knowledge

Goal 5: Children will use math regularly and in everyday routines to count. Compare, relate, identify patterns and problem solve.

  • Identifies numerals to 10 by name and connects each to counted objects in understanding the relationship between numbers and quantities.
  • Uses and responds appropriately to positional words indicating location, direction and distance
  • Describes basic 2 and 3 dimensional shapes by using own words and when shapes are presented in a new orientation, compares and composes shapes.
  • Recognizes patterns, sequencing and critical thinking skills necessary to predict and classify objects in a pattern. Extends and creates simple repeating patterns.

Goal 6: Children will use classification skills.

  • Group objects by one characteristic; then regroups them using a different characteristic and indicates the reason.

Essential Domain: Approaches to Learning

Goal 7: Children will demonstrate and eagerness to learn by their curiosity, creativity, interest, and persistence in classroom activities.

  • Attends and engages – sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions.
  • Shows curiosity and motivation – show and eagerness to learn about a variety of topics and ideas.

Essential Domain: Physical Development and Health

Goal 8: Children will demonstrate control of the small muscles in their hands and fingers during performance of daily routines and school-related tasks.

  • Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end.

Essential Domain: Social and Emotional Development

Goal 9: Children will display levels of attention, emotional regulation and behavior in the classroom that are appropriate to the situation and the supports available.

  • Follows limits and expectations – manages classroom rules, routines and transitions with occasional reminders.
  • Manages feelings – controls strong emotions in an appropriate manner most of the time.

Agency Goal

Goal 10: We will continue to partner with local school districts to articulate child outcomes to align with the Head Start Childhood Development and Early Learning Framework and enhance strategies that support and prepare children and families to transition into Kindergarten.