Category Archives: Community Events
Goodwill Job Training Opportunity
Shoreline Goodwill offering Job Training Classes - Great Opportunity for folks to look into!
Students can learn valuable skills in computers and English
Shoreline Goodwill’s Job Training and Education Center, located at 14500 15th Ave. NE, will be registering people for free classes July 16 – 19, 2012. The eight-week session runs from August 6 – September 27, 2012.
The staff expects classes to fill up fast and reminds prospective students that sign-up is on a first come, first served basis.
The center will offer the following classes:
- § Retail and Customer Service Training Program
- § English for Speakers of Other Languages (ESOL)
- § Basic Computer Classes– Introductory courses for people with little or no computer experience.
- Computer Basics
- Basic Computers for ESOL
- Microsoft Word
- Microsoft Excel
- § Career Building Assistance: Instructors can help people with job searches, resume and cover letter writing, interview practice and more.
For class availability and enrollment information, call 206-631-8460.
College In Residence Volunteer Program
This program has been very successful and I believe it would be a wonderful enhancement to our other Residential Habilitation Center Campus. We certainly have the space for college students to live – why not put it to good use and give these students an educational opportunity which will also enhance the quality of life of our residents?
I love this idea and believe it could be part of a healthcare professional’s training to spend at least a quarter doing this. We need to pursue this opportunity.
Contact: John Wiley, (509) 363-4797, john.wiley@dshs.wa.gov
Contact: Thomas Shapley, (360) 902-8007, thomas.shapley@dshs.wa.gov
August 26, 2010
Student volunteer program at Lakeland Village has served developmentally disabled residents for 40 years
SPOKANE – For the past 40 years, students at Eastern Washington University and other area colleges have formed a unique bond with Lakeland Village through the College in Residence Volunteer program, or CIRV.
CIRV is pronounced “serve,” and the volunteers help staff with the hundreds of daily chores a residential habilitation center requires.
The program, which started in 1970, provides an apartment and board at nominal cost in former staff quarters to about 40 students. In exchange, the students each volunteer 15 hours a week on the Lakeland Village campus, just across the street.
Recently, administrators from the Department of Social and Health Services Division of Developmental Disabilities presented plaques to EWU officials recognizing the Cheney School’s contributions to the program over the decades. Current and past CIRV volunteers also were recognized.
The majority of CIRV students attend EWU, but the program also has been home to students from Whitworth University, the Community Colleges of Spokane, Gonzaga University and even Apollo College.
Ronni Coleman, entering her senior year at EWU, is a CIRV who lives in one of the two-bedroom apartments while pursuing a degree in radiology. Coleman said volunteers frequently provide “another pair of eyes” and interact with clients, freeing Lakeland Village staffers for other duties.
“They’re the neatest people to work with,” she said of the cottage residents. “The more you get to know them, the more you know what you can do.”
“People like Ronni bring youth and lots of energy to our clients,” said Leroy LeMaster, CIRV program coordinator. “I think the kids learn a lot about themselves. And when these kids leave here, they become spokespeople for Developmental Disabilities.”
Without the volunteers, Lakeland Village residents might not be able to participate in popular programs such as Special Olympics, recreational dances and movie nights, LeMaster said.
Lakeland Village, opened in 1915 in a rural area near Medical Lake, is one of five Department of Social and Health Services residential habilitation centers that provide training, work skills, programs, supportive living and around-the-clock care for eligible clients under the state’s Division of Developmental Disabilities, within the Department’s Aging and Disability Services Administration. The centers also provide short-term respite stays for eligible community members.
The CIRV program offers students a real-life opportunity to “test the waters” in a potential career, such as recreational, physical, or speech therapy.
“It was a good experience. I loved it,” Nora McKinney said of her two quarters in CIRV. “The CIRV students would carpool to save money. You do what you can to get through college.”
McKinney, now a Lakeland Village habilitation plan administrator, joined the CIRV program as a therapeutic recreation major in the early 1970s at the start of her career. In September, she will celebrate 35 years with DSHS, all of them at Lakeland Village.
Sharlene Gentry wanted to be a teacher when she transferred to EWU from North Idaho College in 1980. “I didn’t know I wanted to get into Developmental Disabilities,” she said. “CIRV was my way to go to college in Washington from Idaho. It helped me to be able to pay the bills.”
She eventually got her teaching degree and worked in public schools for a bit, but later returned to teach at Interlake School before it closed, later becoming a habilitation plan manager at Lakeland Village.
She’s now a supervisor at the Division of Developmental Disability Region 1 headquarters in Spokane. If not for two years spent in CIRV housing and the volunteer work that went with it, her path might have been much different, Gentry said.
“CIRV determined the course of my career,” she said. “The Lakeland Village staff was very welcoming and friendly, she said, “So much so that I often spent more than 15 hours a week there because I enjoyed the persons with disabilities who lived there as well.” Gentry said one of her cherished memories of Lakeland Village is of helping a 22-year-old woman learn to tie shoelaces.
“We sat down night after night” to practice the skill, she said. “Finally, she was able to tie her shoes. To a lot of people, that doesn’t mean a thing, but for her, it meant a lot.”
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Community Homes Open House
Unique Living Opportunity With Community Homes
Friends of Community Homes:
If you or someone you know is looking for a residential setting that promotes self determination and community involvement for its residents please contact:
(425) 443 – 7210
Time: 12pm – 2pm
Address: 10218 168th Pl. NE
Redmond, WA 98052
Fircrest Family and Friends
For those interested, we now have a Fircrest Family and Friends Google Group (fircrestfamily@googlegroups.com)
This is an informal group for families and friends of residents at Fircrest School. We are building a “natural supports” network in hopes of communicating with each other and sharing experiences, hopes and dreams. We work to bridge the divide and build a continuum of care service model. Fircrest is a Residential Habilitation Center in Shoreline, WA (RHC) and is a campus community for our most vulnerable citizens.
There will be a bi-weekly newsletter published by families and friends to update us on what people are doing, inform us of changes on campus and also local community events. We have already started some of these projects and during the summer we will be instituting a couple more programs.
Fircrest PTA Steering Committee Forming
committee for Fircrest PTA which is forming.
WE will be working with the Regional Director of Washington State PTA
in setting up our new PTA unit.
This is what we will be working on:
ORGANIZE STEERING COMMITTEE This committee will work with Region
Director (RD) and Shoreline Council PTSA representative to consider
the purposes and needs of a potential PTA. This groundwork enables RD
and potential PTA representatives to fill out the application for
affiliation, a Washington State PTA (WSPTA) document. (Steering
Committee can also work on: Standing Rules; Composition of Board of
Directors; Job Descriptions, etc.)
This is VERY exciting to be working on this and I hope to find
committed advocates to participate. Remember, Fircrest School does
not stop at age 21 – we are a life long learning facility and our
residents need the support and advocacy which the PTA organization can
help us with.
Do not be afraid – there is much support and back up to help us
organize and stay on track!!
Once we have this, we progress to:
APPLICATION FOR AFFILIATION When completed and approved by RD, the RD
sends this to WSPTA Executive Committee for final approval. N.B.:
You will have 60 days from the date of approval of the application to
hold your first charter meeting.
ORGANIZING NOTEBOOK Once the application is approved, the RD delivers
Section I of this notebook to your contact person. This section
details steps to becoming a non-profit association and PTA.
HOLD A CHARTER/ORGANIZATIONAL MEETING This is the meeting at which the
group formally votes to affiliate with WSPTA. Minimum number of
charter members is 25. The RD has detailed instructions for organizing
the meeting. You will receive Section II of the Organizing Notebook
at this meeting.
COMPLETE THE ORGANIZING PROCESS The charter period is 45 days from the
date of the charter meeting. You will receive Section III of the
Organizing Notebook after the following has been received by WSPTA:
1) “Affiliation agreement” – fully executed; 2) “President/Treasurer”
card – fully completed; 3) Enrollment sheet with minimum of 25
members, including contact info; 4) A check for membership fees for
all members listed.
This is VERY exciting to be working on this and I hope to find
committed advocates to participate. Remember, Fircrest School does
not stop at age 21 – we are a life long learning facility and our
residents need the support and advocacy which the PTA organization can
help us with.
Do not be afraid – there is much support and back up to help us
organize and stay on track!!
Please forward to anyone who you think may be interested. Let me know
at Cheryl – ddadvocacy@gmail.com
It’s Natural to Belong Part 2
In addition to learning about a very worthwhile resource for many I came away from the workshop with some new realizations. The community guides really focus on finding meaningful activities for each person. They had many methods in seeking out what an individual finds interesting.
From this, I realized that many may not know what their child or family member with disabilities finds interesting. I found this very sad. Some families just left this to the schools to do and seemed to have little interaction with their child or have any idea of what their child would like to do. Some families, had vague ideas of interests but needed help in making these activities happen to be successful and meaningful experiences for their children. This seemed to be the largest group represented.
Community guides are great for what they can do but there are limitations which I discovered in the conversations. The people who they work with are people that will be able to get from point A to point B independently or for people who are quite high functioning. Their services are geared toward finding opportunities but they are not for finding support people to assist in the activities. I realized this during some conversations regarding issue with our son.
My son has a wealth of interests and we are NEVER lacking to find activities that he would be interested in. What we do lack is personal support to be with him in all activities that he may want to do. Our son has no interest or capabilities of doing anything with his hands (art), no attention span for games, very poor fine motor skills for anything that he may want to do so needs assistance with all fine motor skills. He DOES have an insatiable interest in talking. Not necessarily conversational talking but stream of consciousness, almost manic talking, not able to focus on any one thing for more than a few seconds. Our son will never be able to take a city bus without someone with him nor will he ever be able to walk outside his campus without someone with him. His social skills and awareness for danger are scary.
Many disability advocates do not understand the intense needs of people like our son. One can not tell by seeing our son out with us the extremely high support needs he requires to be safe. Someone is ALWAYS with him to help him maintain his orientation and safety. Our son does not look as complexly disabled as some people who need wheelchairs or who are obviously more physically impaired but his support needs are extremely high.
Even with his needs as high as they are – he is fully able to participate in community activities. It just takes more work, preparation, understanding and people but it is doable with the right supports. Below is an example of one very worthwhile experience for him and the reasons it worked are because he had the right support person (THIS IS THE KEY TO SUCCESS) and the right cooking school and teacher who was open to his special needs.
Thomas has always wanted to be chef since he could talk. He often refers to “when I’m a chef” meaning when he’s grown up. His definition of a chef is anyone being around food so he very well could be a chef and we fully support his dreams of becoming a chef.
There is a local cooking school and I saw their class list. There was a pasta making class and I thought Thomas would just love it. I went and spoke to the owner and she was very receptive to the idea and had worked with kids with disabilities before. Thomas was also blessed to have the most wonderful middle school teacher of all time (Gretchen). Gretchen was the first person who had ever offered to take Thomas out – someone who loved him and wanted to spend time with him, taking him to places that he just loved to visit. Gretchen was a lifesaver for not only Thomas but for us too. Gretchen agreed to take Thomas to the pasta making class. We knew it would not be easy – it was 3 hours long – but it would be a great experience.
Gretchen knew Thomas really well – she knew when the talking was going on too long, she knew when he needed to go outside and walk around while the rest of the class was doing things he either had no interest in or would be too disruptive. They would come back and pick up where they left off. Everything went as planned and Thomas and Gretchen enjoyed the class and made a great dinner!
To this day, (5 years later) Thomas says “there’s my cooking school” every time we drive by. This was a very successful experience but was only made so by having the right support person.
Our support people are the people who can make or break opportunities for our kids. We need to honor our support people.
Thank you, Gretchen!
It’s Natural to Belong
It’s Natural to Belong was a workshop presented by the Community Guides from Total Living Concept to help in creating community opportunities for people with disabilities. These services are available to anyone (paid or not paid) on the DDD caseload who are not receiving residential services.
These two women who presented were dynamic and had a seemingly endless wealth of information on finding community opportunities. I would highly recommend a call to them to inquire to see if they may help you or your family in making connections in the community.
See below for the information from the Division of Developmental Disabilities Webpage about the Community Guide program. This is FREE to those who are eligible – Take advantage of these wonderful services!
Community Guide |
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A Community Guide is a support person whose role is to help your family become more connected to resources in your community. Working with your family on a short-term basis, the Guide will focus on specific concerns that you have identified on your Family Support Opportunity plan. Guides are knowledgeable about developmental disabilities, community resources, family concerns and problem solving. |
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How can a community guide assist my family?Depending on your family’s needs, the role of the Community Guide can vary. Some of the ways a Community Guide can assist your family are:
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read success stories Sometimes a Community Guide will directly access services for you. In other instances, the Guide will give you information that will support you in accessing resources on your own. How do I get connected to a community guide?Your family support case manager will help connect to a community guide. As part of the Family Support Opportunity, you may be offered the following services: Medicaid Personal Care/CAP, Short-term Intervention Funding, and a Community Guide. If you choose the services of a Community Guide, your case manager will link you with a guide in your area who is personally suited for your family. You have the option of requesting a different guide if you feel the connection is not suitable. No explanation is needed. Call your case manager to request a change. How much time will a community guide work with me?Your Community Guide is assigned to work with you for approximately eight (8) hours annually. Generally the Guide will provide this service within a one to three month period. At the beginning of your renewal year, you can request Guide services again. What can I expect working with a guide?Initially, the Guide will meet with you in person and help you prioritize the area in which he/she will assist you. The guide may link you directly to resources or may provide you with detailed information. At the conclusion of your time together, the guide will meet with you in your home for a final review of your plan. |
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Advocates United!
Did you know that the US Supreme Court’s 1999 Olmstead decision supports a continuum of care model? If not, take the opportunity to read it here.
Today, I attended a workshop entitled “it’s Natural to Belong.” I fully believe if we consider the building blocks of Belonging, Participating and Contributing in looking at meaningful activities we will provide a system which is stable and sustainable. Communities are all around us and we can belong to many communities at one time. Communities are relationships.
Somewhere along the line disability advocacy became divisive. This is clearly illustrated in the letter which I wrote to Senator Adam Kline in response to a letter he wrote to me about this very issue. I certainly do not support a divisive advocacy movement. My advocacy has clearly been for a continuum of care which provides safe, quality and cost-effective care in the most appropriate setting for each person based on their assessed support needs.
No matter where this care is physically located, there can always be community.
In discussion today it was very clear that the place of residence has very little to do with how a person participates in meaningful activities, belongs to, participates in or contributes to their community. The interactions are based on relationships. This is what we need to promote and foster to enable people, no matter where they live to be involved in communities.
My hopes are that we can move past the divisions and realize that in order to have a true stable and sustainable care system we need to all advocate for a continuum of care model.
We “institutionalized” our son at age 15
Before you condemn me for this decision and tell me that we could have done something else, I would like you to read my statement below.
Unless you have had a shared experience, you may not understand what families such as our face in trying to manage our kids safely at home with few, if any, adequate supports. I believe this situation will get worse before it gets better since many will have to experience this to understand the mistakes they have made in advocating for closure of institutions which provide comprehensive and safe care to our most vulnerable citizens.
First, I will make one assumption and then state 2 facts.
Assumption: we all agree that stability and sustainability are better than chaos and crisis.
Fact 1: Community Intermediate Care Facilities for people with intellectual disabilities (ICF/ID or ICF/DD) in Washington state do not have nursing or nurse delegation available for the residents. This means that for a resident to live there they need to be able to self-administer all their medications.
Fact 2: Insulin is one of 5 “high risk” medications in a hospital setting. This means that Register Nurses in a hospital setting need to double check the dosage prior to administering insulin to any patient. In community homes for people with intellectual disabilities, insulin injections are the only injectable medication that a non-licensed provider with nurse delegation is allowed to give.
I recently attended the 33rd Duncan Seminar at Seattle Children’s in Seattle, WA. The topic was transitioning our special needs pediatric population into the adult world. One pediatrician spoke, and though very engaging and informative, he stated “or you could just drop your kid off at Fircrest”. Fircrest is one of our state’s 4 remaining Residential Habilitation Centers (RHC).
This is my letter to that pediatrician informing him of his error in judgment.
Dear Dr. ______
Thank you for your informative presentation at the Duncan Seminar. As stated above, I greatly appreciated your information and sense of humor. There was one comment you made though which I feel I need to address. You stated “you could just take your kid and drop him off at Fircrest” or something very close to that.
My 18 year old son lives at Fircrest and we didn’t just go and “drop him off” there. Our son has a genetic (most likely some sort of metabolic neurodegenerative disorder – geneticist and neurologist are still working on it – The Mayo Clinic and Emory Lab see “something” in his genes but cannot yet pinpoint it) neurodegenerative disorder which causes not only Intellectual Disability but manic and psychotic episodes. We are very involved in his care and he is very active in community events but Fircrest provides the stability and constant personal interaction which our son requires to maintain his orientation to this world.
We never imagined that we would place our son in any type of residential setting – in fact we even kept him home for birth-three since we didn’t want to “institutionalize” him and separate him from our family. I believe to this day that it was the close interaction with me and our family in his early years which has helped him tremendously with his social and language skills. We never thought he would walk or talk. Actually, sometimes we wish he would now stop talking since it’s literally non-stop but if you ask him to be quiet he yells “I know how to talk!”
When the manic and psychotic episodes started and the crisis cycles started with multiple prolonged hospitalizations we and his care team knew that we needed to find a residential placement for him to keep him safe. We found that there were no facilities in the area which were adequate – the IPU at Seattle Children’s, though able to work with his mania/psychosis were inadequate in working with his DD issues – even with 1:1 support they did not understand how to manage his personal needs (diapering a 14 year old for instance). He was admitted to Swedish on the pediatric floor due to complications from dehydration/extreme weight loss from a manic/psychotic episode. He was still manic with hallucinations and psychosis but also needed additional medical care. We were told to keep him in his room because he was scaring the other kids – this was literally impossible without scaring them more from hearing his screams from being confined.
After his 5th hospitalization in about 1 ½ years he had to be readmitted 3 days after discharge. We sat in the ER for over 12 hours with the psychiatrist, social worker and nurses from the IPU in addition to the 1:1 security presence, trying to convince the RSN, who is the gatekeeper for hospital psychiatric admissions, to admit our son. Finally, he was allowed to be readmitted but we were told the RSN would most likely not approve another admission because the treatment plan wasn’t changing and there was nothing else they could do for him. That was absolutely true but it was the only safe place that we had for him and our family. At the discharge meeting when I asked what we were supposed to do with the next crisis, the only solution was to call the police and take him to jail.
Our son was 14 at the time, was on a HCBS waiver and we and his treatment team had already requested placement at a group home or Fircrest. DDD denied all these requests but told us to call the police. This was a totally unacceptable solution to the issues at hand. Luckily, we connected with a psychiatrist who understood us and our son. She worked directly with us in trying to maintain our son at home. This arrangement was supposed to be temporary while our son was on the “waiting list” for residential placement. I inquired each month how the process was proceeding and was told “we’re working on it.”
Luckily, or unluckily, I sustained an injury which required surgery from caring for our son. This then led to multiple life-threatening complications for me, my own cycle of hospitalizations and surgeries which then led to more crises for our son. After 9 months of this, we found out that DDD had lost our son’s paperwork. Due to my own health crisis and the deterioration of the rest of our family, we were able, with MUCH added stress and work, to have our son placed at Frances Haddon Morgan Center in Bremerton.
This was the best that DDD could do. They had stated that our son (while in crisis) would have to go to Yakima first for “respite” then be transferred to FHMC. We were able to talk them out of the Yakima stay and get him into FHMC. This move saved his life and mine. After a year and with many letters explaining the other health issues with me and my other children, we were able to have our son transferred to Fircrest – the RHC he should have gone to from the very beginning given that we live in the U. District and he has lived in North Seattle his whole life and knows Shoreline like the back of his hand.
Since moving to the RHC our son has been stable and has not needed to be hospitalized. The RHC has the support staff that can provide stability and the constant personal interaction he needs in addition to managing his ADL’s and personal care. Our son is very happy and loves his home and community. I know many parents and family members of Fircrest residents who have similar stories and experiences. The families today who need the services of the RHC are much different than years ago when people were left there and forgotten. Yes, there are people there who do not have family or friends visit but the with the younger population, this is not the norm anymore.
I know that for our son a group home would not be safe for him. The rapid staffing turnover and lack of back up for staff leads to safety problems which could be life threatening for our son and others that I know. I believe that many developmental disability advocates have done a great disservice to our DD population by advocating for closure of institutions. I wholeheartedly agree that this is not the first option nor is it the most appropriate option for most of the population but for the people who are there, it is the least restrictive and safest choice for them and their families.
Many people fail to understand the issues of dual diagnosis in our DD population. For our family it was the onset of mania and psychosis from early onset dementia which led to us needing to think about placing our son outside our home. Mental illness is difficult for those who do not have a developmental disability so just imagine how much more difficult it is to manage in the DD population.
We did not “just take our son to Fircrest and drop him off” because we didn’t want to care for him. He is there for stability and his health and safety for the health and safety of his family. I think that we would all agree that stability and sustainability are much better than crisis and chaos.
Again, thank you for your presentation. If you are interested in a tour of Fircrest to see what the institution is like today, I would gladly take you to visit.
Thank you,
Cheryl Felak, RN, BSN
Seattle, WA

