Strategies for Sticky Scenarios in Homeless Education
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Step-by-step Strategies for Sticky Scenarios
Christina Dukes, Federal Liaison
National Center for Homeless Education
The Concept
The Concept
To work through two complex
scenarios focusing both on
PROCESS
and
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 school
3 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 Issue
Ms. 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, Tyler
Ms. 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.
Reflect
4.
Move toward resolution
5.
Debrief for lessons learned
Let's Begin
Timeline
Explore step-by-step strategies for handling complex scenarios in homeless education, focusing on processes and products. Dive into Scenario 1 involving Cher Gussey and her children facing challenges with school selection and transportation. Learn how to facilitate discussions, draw conclusions, and address the issue effectively. An insightful approach for educators and support personnel in similar situations.
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Presentation Transcript
Step-by-step Strategies for Sticky Scenarios Christina Dukes, Federal Liaison National Center for Homeless Education cdukes@serve.org
The Concept To work through two complex scenarios focusing both on PROCESS and PRODUCT
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
The People Cher Gussey and her 8 children: 3 in elementary school 2 in middle school 3 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 Issue Ms. 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.
The People Ms. White and her son, Tyler Ms. 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 Steps 1. Take in information from the initial call or email. 2. Gather any additional information needed 3. Reflect 4. Move toward resolution 5. Debrief for lessons learned
Timeline 3:45-3:55 3:55-4:15 Introduce the session Process and debrief scenario 1 at your table Process and debrief scenario 2 at your table Room debrief 4:15-4:35 4:35-4:45
