Step-by-step Strategies for Sticky Scenarios
Christina Dukes, Federal LiaisonNational Center for Homeless Education
The Concept
The Concept
To work through two complex scenarios focusing both on
PROCESSand
PRODUCT
The Flow
The Flow
• Part 1: Process each scenario as a group at your table, with each person facilitating the discussion of a step from the tip sheet
• Part 2: Discuss and debrief together as a group for themes, conclusions, lessons learned, and remaining questions
• Part 3: Discuss and debrief together as a room
Scenario 1
The People
Cher Gussey and her 8 children:3 in elementary school
2 in middle school3 in high school
The Time of Year
August(the beginning of the school year)
The Living Arrangement
Since becoming homeless 15 months ago, Ms. Gussey and her children have stayed
temporarily in the homes of various friends and relatives, mostly in the Horizon School District, but have recently moved in with
grandma in her 2-bedroom apartment in the Sunset School District. Ms. Gussey has turned down Section 8 housing options
sufficient to accommodate her family on 3 occasions because the options are in
communities where she does not want to live.
The IssueMs. Gussey wants her children to continue attending their schools of origin in the Horizon District. She also
wants her youngest child, who is entering kindergarten, to attend school with her two second graders at their
school of origin. The local liaison from the Horizon District is willing to accommodate Ms. Gussey’s wishes
regarding school selection for her children and collaborate with the Sunset District to provide
transportation. The local liaison from the Sunset District emails you and explains that her district will not
contribute to the transportation costs of the Gussey children and that her Superintendent is questioning
whether the Gussey children should still be considered homeless since Mom has turned down Section 8 options
on multiple occasions.
Scenario 2
The People
Ms. White and her son, TylerMs. White’s aunt (Tyler’s great aunt)
The Time of Year
January(just after the return from winter
break)
The Living Arrangement
Ms. White calls you, the local liaison for the Dunwoody School District, for help. She and her 10
year-old son, Tyler, were evicted from their apartment about 60 miles away. After the eviction, they moved in with Ms. White’s aunt, who lives in
the Dunwoody area. Woodhaven Elementary School, the school zoned for where the aunt lives, would not enroll 10 year-old Tyler without proof of residence,
so the aunt drew up a lease for $75/month to document that Ms. White and Tyler are staying with her. After receiving a copy of the lease, Woodhaven
enrolled Tyler.
The Issue
Tyler was called to the office recently due to behavioral issues. In the conversation with the
principal, he said that he and his mom don’t live with his great aunt. The principal called Ms. White and questioned whether they live with Ms. White’s
aunt, but also said that since they have a lease, Tyler doesn’t qualify as homeless under McKinney-Vento. Mom admits that on the weekends she and Tyler sometimes visit and stay with friends in their hometown, but says that Tyler always stays at her
aunt’s house during the week. Mom fears that Tyler will be disenrolled.
The Tip Sheet
The Steps
1. Take in information from the initial call or email.
2. Gather any additional information needed
3. Reflect4. Move toward resolution5. Debrief for lessons learned
Let's Begin
Timeline
3:45-3:55 Introduce the session
3:55-4:15 Process and debrief scenario 1 at your table
4:15-4:35 Process and debrief scenario 2 at your table
4:35-4:45 Room debrief