Vicki Hodges and Sharon Neely
Illinois State Board of Education
Deb Foust, Lead Area Liaison ROE 47
Libby Wilken, Lead Area Liaison ROE 32
 Applying
social-emotional learning standards
and self-regulation skills to the preschool
program to enhance learning and foster
resilience for children in homeless situations
 Creating and analyzing a preschool homeless
plan to improve program quality and
promote student growth
 Differentiating developmentally appropriate
activities to meet the needs of ALL children,
including those in homeless situations
AREA 1
AREA 2
AREA 7
Illinois has . . .
•
approximately 863 Public
School Districts (Data Analysis and
AREA 3
Accountability, Illinois State Board of Education, 2013)
AREA 4
•
102 counties
•
is the 5th largest state per
population (12,830,532)
•
is the 24th largest state per
land area in the nation
(55,583.58 sq. mi.)
http://www.ipl.org/div/s
tateknow/popchart.html
AREA 5
AREA 6
•
54,892 homeless children and youth in the 20122013 school year.
•
There was an 14.5% increase from 2011-2012
school year serving 47,965 homeless children
and youth.
**This data includes district served Preschool-12th grade
Ten states do not have state-funded preschools
Source: http://preschoolmatters.org/?s=state+funded+preschools
From NIEER (National Institute for Early Education Research) The State of
Preschool 2012
Local or other
Funding
Pre-K 4 All - AM
Pre-K 4 All - AM
Pre-K 4 All - PM
Pre-K 4 All - All day
Title 1
Head Start
Title 1
Head Start
Local or other Funding
Pre-K 4 All All day
Pre-K 4 All - PM
2500
2209
2000
2420
2463
1674
1500
1000
2010-11
2011-12
2012-13
2013-14
500
0
Homeless Preschool Students
Homeless preschool students reported in
Student Information System (SIS)
http://www.isbe.net/earlychi/pdf/ea
rly_learning_standards.pdf
Language Arts
 Mathematics
 Science
 Social Studies
 Physical Development and Health
 The Arts
 English Language Learners Home Language
Development

Social/Emotional
Development
identify and understand one’s feelings
 accurately read and comprehend emotional
states in others
 manage strong emotions and their expression
in a constructive manner
 regulate one’s behavior
 develop empathy for others
 establish and sustain relationships. (Boyd,

Barnett, Bodrova, Leong, & Gomby, 2005)
“The preschool years appear to be a window of
opportunity for building these skills, and
successful interventions targeting
disadvantaged children, including homeless
children, are likely to have a high return on
investment in the form of greater school
success. “
Risk and Resilience in the Educational Success of
Homeless and Highly Mobile Children: Introduction to the Special Section,
Ann S. Masten. Educational Researcher http://er.aera.net. Dec. 5, 2012
to give programs a better understanding of what
is expected of them on Compliance Checklist and
in return provide a higher quality program for
homeless children
 to focus more diligently on children in homeless
situations and adapt the preschool program goals
objectives, and curriculum to meet the needs of
the children and their families
 by ISBE and the NAEHCY Early Childhood SubCommittee

 Teacher

Education License Valid for Early Childhood
 Aide

Paraprofessional License
 Parent

Coordinator
Bachelor’s Degree
 Physical
Appearance
 Emotional
 Physical
 Health
Attachment
Delays
Issues
 Changes
with Parents Involvement
 Motor
Development
 Language
and Cognitive Development
 Social-Emotional
 Physical
Development
Health Development
MOTOR
Physical
Development
Cognitive/
language
Social/
Emotional
Vicki Hodges
Sharon Neely
Principal Consultant
Early Childhood MK-V
(217)524-4835
vhodges@isbe.net
Principal Consultant MK-V
Special Education Division
(217)782-5589
saneely@isbe.net
Deb Foust
Area 2 Lead Area Liaison
Lee/Ogle ROE 47
(815)652-2054
dfoust@leeogle.org
HOTLINE NUMBER
1-800-215-6379
Jeff Aranowski
State Coordinator for Homeless Education
(312)814-2223
jaranows@isbe.net
Libby Wilken
Area 4 Lead Area Liaison
Kankakee/Iroquois ROE 32
(815)694-0607
lwilken@i-kan.org