Step-by-step Strategies for Sticky Scenarios

Christina Dukes, Federal LiaisonNational Center for Homeless Education

cdukes@serve.org

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