Save the Date: Something’s Cooking, Something’s Brewing

Our favorite fall activity is just around the corner! On Sunday, October 20th, join us at Evanston Art Center from 3:00-6:00 pm for Something’s Cooking, Something’s Brewing.  North Shore’s favorite local restaurants, bakeries, and breweries will join us for a tasty evening with delightful treats! Mark your calendars today to guarantee you won’t miss out on this fun fall favorite!

We are looking forward to signature dishes available to sample, giving us all a taste of Chicago and the North Shore’s best offerings. From pasta to pizza and tacos to cupcakes, a ticket to Something’s Cooking provides you with the opportunity to find new favorites! Plus, don’t miss the event’s new themed raffle baskets for the chance to place the winning bid on excellent items.

This Year: Student & Young Professional Tickets

Ticket prices remain the same as last year at $60 per ticket for adults. Children 10 and under receive free entry. However, new in 2019, Independent Futures is offering reduced ticket prices for students and young professionals (under 35) at $25 per ticket.

New Chances to Win

In the past, Something’s Cooking featured a wine pull and a silent auction. This year, we want to make it possible for more guests to win!

Keep an eye out for the beer and wine pull, as well as two gift card trees. The gift card trees are always a surprise – you never know whether you will win a $25 gift card to Target or a gift card for $50 to local restaurants like Five & Dime.

Instead of a silent auction, this year there will be four themed raffle baskets available to win! Watch for more news about Something’s Cooking, Something’s Brewing to learn more.

How Can You Volunteer?

Want to help us prepare at this fun event? Volunteers help us plan and run the event while taking part in all the fun! To learn more about available volunteer opportunities, contact Jamie Annenberg by email or call the office at (847) 328-2044. We are also seeking community businesses to support our silent auction. Contact Niki Moe or call the office number to learn more about this business opportunity.

Something's Cooking attendees smiling in front of barAs always, all funds raised at Something’s Cooking will go toward continuing to support our vision of a future where all people have access to the opportunities of a full, independent life. Watch for more blogs about Something’s Cooking to learn about our featured partners, restaurants at the event, and the link to buy tickets online!

How to Reduce Costs of Care Without Sacrificing Quality

Families of individuals with intellectual and developmental disabilities face many difficult decisions. From choosing how to manage care to determining how an individual can live in the community, none of these decisions are easy. But it is possible to reduce costs without sacrificing the quality of care.

Determining What Supports Are Necessary

Man holds out microphone to young woman in front of small audience.Happiness is one factor in many families’ decisions. The costs associated with care are another concern. According to data from 2009, the average cost of a person with disabilities living in an institution was more than $180,000 a year. For someone living in a community-based setting with supports, the cost is closer to $42,000 per year. 

These home and community-based services costs are averages and don’t reflect how costs are distributed. When individuals need more support, it is possible that community-based care could cost more. But for many individuals, learning life skills reduces costs by decreasing the amount of support needed for everyday activities. 

For families who aren’t sure independent living is an option, a life skills assessment is a great place to start. An assessment can help you and your loved one understand where they need more support. This helps your family can decide what care costs your loved one truly needs.

How Learning Independent Living Skills Reduces Costs

Photo of two women smiling, one a direct service professional and one a participant.When direct service professionals focus on teaching life skills, such as cooking healthy meals and cleaning their home, an individual’s need for support in skill areas decreases. Learning life skills like these doesn’t only help individuals with disabilities maintain their spaces. It also helps them build community connections and employment skills.

Increased skill capacities have the potential to reduce staffing costs and limit the need for support. In fact, an Independent Futures direct service team member shares, “After learning life skills, the hope is that an individual is able to reduce tutoring hours. And most of our participants are able to do so, saving money and living independently as a result.”

While most individuals with intellectual and developmental disabilities will always require support, their potential remains limitless. By using life skills tutoring and person-centered planning, new windows of opportunity are within reach.

Impact of Person-Centered Planning

Person-centered planning takes place when direct service professionals account for the individual’s existing skills, hopes, and dreams. This type of care results in individuals setting their own goals and learning the skills they need to achieve their dreams.

That is just one benefit of person-centered plans though. In addition to self-directed goals, individuals with disabilities seem to have fewer requests for specialized care. Part of the reason why could be related to what funds are used for when a person’s hopes and dreams are considered. 

Volunteer supports participant in volunteer activityHome and community-based services funds have the potential to be used for a number of non-medical needs. Supports like employment help, remote monitoring equipment, and peer services aren’t traditionally covered. But with home and community-based services, access grows. Each of these supports can help an individual with disabilities achieve their dream of living in a community.

Reduced Costs and Independent Futures

For most people, moving out of our family’s home is something we look forward to excitedly. Finding the perfect apartment or house, decorating it to fit our own style, and having new freedoms changes someone’s life. Many individuals with disabilities have this same dream. 

Knowing that loved ones are able to advocate for themselves will provide you with renewed peace of mind. Learning independent living skills and living in the community means families of adults with disabilities can reduce costs without sacrificing quality and rest easy. 

 

Running For Freedom and Independence: 2019 Chicago Marathon Team

During Matt Koss’ first marathon, the morning was wet and gray. As he stretched at the starting line, he had one goal in mind: finishing the Chicago Marathon in under four hours. Matt didn’t quite hit that mark last year, but he is back for the 2019 Chicago Marathon to try again, this time as part of Team CIF.

This year, Matt’s goals are a little different. While aiming to complete the 26.2 mile course in under four hours, Matt is also hoping to raise more than $1,500 to benefit Center for Independent Futures. 

Joining a Chicago Marathon Team

Matt became one of the first members of this year’s Chicago Marathon team, ready to hit the pavement training. However, he hasn’t always been a natural runner. Matt picked up running as motivation to quit smoking, registering for a 5K to help him remain focused. After finishing the 5K, Matt signed up for a half marathon and, finally, the 2018 Chicago Marathon.

Marathon runners at the start of the Bank of American Chicago Marathon race.

Training for the Chicago Marathon typically begins in June, and most runners follow strict training plans to hit their goals. With family and friends cheering him on throughout training and racing, Matt is ready to get started training and fundraising.  

Why Matt is Running for Independent Futures

Matt’s motivation in raising money for Independent Futures is personal. His uncle, Patrick Fox, was a participant at Independent Futures for 5 years. After Matt’s grandma died, Patrick moved and stayed with family until they finally found Independent Futures. After beginning to use our services, Patrick found stable housing and fulfilling employment at Jewel Osco. 

My uncle has always wanted the freedom to decide where he could go and when,” Matt explains. “After working with his tutors, Patrick’s quality of life improved. He was happy living on his own and becoming part of a community.” 

Image of Lee Street Beach, blue water and sky in background, tan sand in foreground.

Since passing away in 2016, Patrick has been greatly missed by the Independent Futures community. This summer, activities participants who sign up for the August session of Afternoon at the Beach will have the opportunity to honor Patrick’s memory at his favorite Lee Street Beach. 

How You Can Support Matt

You can help Matt honor his uncle’s memory by donating to Matt’s Chicago Marathon Crowdrise page. Every donation you make to the marathon team supports full lives for individuals with disabilities like Patrick. 

Thinking of Patrick’s experience, Matt says, “A lot of people with disabilities who want independence can’t have it in their current situations. I’m supporting Center for Independent Futures because it makes a big difference in the quality of life for people like my uncle.”

How to Live With the Fear of Risk

When we first meet with a new family seeking services, we begin with a skills inventory of their loved one. The questions we ask can range from “Does your loved one know how to do their own laundry?” to “Do they know to lock the door when they leave?”

One individual’s parent told us, “We’ve never let our daughter walk in front of us.”

“They have never gone to 7/11 alone,” one mother explained. “What if someone took advantage of them?”

Another parent tells the story of when they were afraid their child shouldn’t take public transportation. “I worried they would get lost. Then their teacher told me they were already successfully riding the bus with other students.”

Educators can teach self-advocacy skills to students in a variety of ways. This image shows an individual in a wheelchair with two others on a grassy lawn.In each of these every day activities, these parents realized that their own fear was holding their child with disabilities back. Fearing the risks that come with everyday life, parents become overprotective and try to remove obstacles for their child. However, parents understand they can’t protect their child forever. They realize that they need to let some risk in, no matter how small.

Learning How To Live with Risk

Part of parenting is learning how to live with the fear of risk for your children and letting go. But for many parents of individuals with disabilities, this fear rises among surmounting challenges including funding for services, navigating benefits and life, building skill capacity, and more.

Black and white photo ofWith increasingly integrated classrooms and the rise of the independent living movement, adults with disabilities have greater access to community inclusion than ever before. As parents realize this, they wonder, “My child needs more support than other adults. How can they live on their own?”

Like with all children, parents of individuals with disabilities should begin by accepting that daily life is associated with risks. Affording your child the right to take reasonable risks benefits their self-esteem, skill development, and basic dignity.

In 1972, disability rights champion Robert Perske first wrote about the risk taking that all adults require to live a full, independent life. He wrote, “Overprotection can keep people from becoming all they could become. Many of our best achievements came the hard way: We took risks, fell flat, suffered, picked ourselves up, and tried again. Sometimes we made it and sometimes we did not. Even so, we were given the chance to try.”

Living Independently, Leading By Example

At Independent Futures, we encourage all family members to consider how they accomplished their greatest achievements. Could you have achieved your goals without help? The answer is most likely no.

Individuals with disabilities often need support in activities like budgeting, cooking, or planning. However, support professionals – and parents – can promote risk taking by teaching these crucial life skills through lessons designed to encourage independence and letting individuals experience adversity.

Jenny, in pink, poses with her mom who is wearing a gray shirt with red neck line.Supported by life skills tutoring, individuals with disabilities can choose their goals, based on their hopes and dreams. With the support of their community – which can include family, neighbors, employers, as well as direct service professionals – people with disabilities’ quality of life can be improved immeasurably.

Our life skills tutors challenge family members of individuals with disabilities to accept risks as a necessity to living a full life. This is a marathon of a challenge that all parents have to acknowledge.

Armed with goals and action plans, adults with disabilities can take advantage of the opportunities of a full life. By teaching life skills and asking your loved one to take on new responsibilities, they can live, work, and give back in the communities of their choosing.

A Guide to Person-Centered Planning

At Center for Independent Futures, our Life Skills Tutors commit to providing person-centered planning and life skills development. From day one, we have understood the power of asking an individual, “What are your hopes and dreams?” We are proud to have been one of the first agencies in Illinois to put the individual at the heart of our services. As more agencies ask themselves how to implement person-centered services, we want to share our experiences with you.

What is Person-Centered Planning?

Current residents smile outside their Community Living Option.Historically, people with disabilities were institutionalized and excluded from society. However, over time American society has come to realize that institutions are not the answer. Moving away from institutions, states have largely chosen their own standards of care and have created new policies at varying rates.

Person-centered planning is one of these policies that states are implementing at different speeds. At the core of this policy lies an individual’s vision for their own future. The goal of person-centered planning is to support an individual with disabilities in creating the future of their dreams. A tutor or team then decides on necessary supports based on individual goals.

These personalized support plans are never cookie-cutter designs. They are based on individual dreams, and then enacted using individualized support options. Because person-centered care is radically different from traditional supports for people with disability, sometimes agencies struggle with this change and wonder: how can we implement these ideas?

How Does Person-Centered Work?

In our office, we think of person-centered care as continued evaluation of a person’s hopes and dreams – and the action steps necessary to achieve their goals. With our participants, we begin by meeting with the individual’s support group, made up of family, friends, and community members.

We begin by asking about hopes and dreams, and then we identify obstacles and assets. This information helps to define goals and create action plans. Throughout this process, we listen, look, and learn to understand how we can best help someone create and reach goals.

Supplemented by our skills inventory and curriculum, individuals work with tutors to identify what life skills can help attain goals. Each part of person-centered care requires reflection and revision from time to time. As skills develop or dreams change, these plans have to be flexible enough to allow for new ideas.

Want to Learn More?

My Full Life application on iPad

In the last 5 years, Illinois mandated that by 2022 all agencies must use person-centered planning to work with their participants and clients. For agencies and educators, we offer our My Full Life™ online application. My Full Life includes an in-depth skills inventory, plus the most comprehensive skills curriculum available.

If you are interested in learning more, please visit our Schools & Agencies page and request more information through our My Full Life form. We can’t wait to help you on the journey to providing person-centered care.

Join Dream Team on Lake Shore Drive

Join Center for Independent Futures for a biking experience like no other at MB Bike the Drive. On Sunday, May 26, 2019, Chicago’s iconic Lake Shore Drive will be closed to cars, leaving an open expanse of road available to bikers. Watch the sun rise over Lake Michigan and take in stunning views of the city skyline as you soar down the open road.

When you ride with Center for Independent Futures’ Dream Team, you’ll be part of a team of individuals with and without disabilities, including participants, staff, board members, and friends. Our team members participate in this incredible event and raise funds for our programs and services in honor of their ride. Center for Independent Futures makes it easy to participate by supporting riders to sign up for the event, helping with fundraising, and taking care of transportation logistics on the day of the event.

How to Join the Dream Team

We offer incentives for different levels of fundraising, like a refund of your Bike the Drive registration fee and tickets to our annual events. All funds raised by our dedicated riders will support

Center for Independent Futures’ vision of a future where individuals with disabilities have access to all opportunities of a full life.

To learn more about Bike the Drive and to join the Dream Team, contact Jeff Morthorst at (847) 328-2044.

New at SPARK: Golden Tickets & Live Auction Prizes

Every year before SPARK, we are so excited to announce the fabulous live auction packages available to our guests for bidding. Today, we are announcing the five prizes attendees will be able to bid on, plus a thrilling new way to experience SPARK!

Introducing the Golden Ticket

For the first time, we will be offering Golden Tickets to our community! Golden Tickets are a new way to participate in our favorite night of the year. There will only be 150 Golden Tickets sold, so you know what your chances of winning are! If you purchase a Golden Ticket, please make sure that you have selected your prize at the time of purchase. Winners need not be present to win. Each Golden Ticket is $100, and the prize is something special!

The winner of our Golden Ticket drawing will get to choose from the live auction prizes before any bidding even starts! If you win the raffle, you will receive the prize you choose at time of purchase, and that prize will be removed from the live auction. Are you ready to find out your options?

SPARK 2019 Live Auction Packages

From golfers to travelers to art lovers, we have a winning package for anyone’s interests. Don’t miss out on your chance to secure the package you know you want – get your Golden Ticket today! And if you don’t win, there’s still a chance to win your item in the live auction. Check out the live auction prizes today.

Golfing With A Pro

You and a friend will join Hans Larson, PGA head professional, at Westmoreland Country Club, accompanied by member Jim McClure. Your day on the course will include 18 holes of golf, caddies, tips & playing lessons from Hans, and lunch. Date to be mutually agreed upon among all parties.

Magnificent Views in Costa Rica

Enjoy a weeklong vacation at Villa Vista Magnifica in Costa Rica, overlooking the Pacific Ocean and gorgeous beaches Playa Prieta and Playa Penca. Villa Vista Magnifica is a 5 bedroom, 5.5 bath villa staffed with 2 full-time employees. You and 9 of your friends can relax in luxury with such features as an outdoor shower, a private patio, an infinity edge pool, and an upstairs terrace view. Airfare not included; average airfare to Costa Rica is $450 per person. High season is from May through July.

Dinner With Easter Seals Vice President
Please join our Executive Director Ann Sickon & 8 other guests for a four-course gourmet dinner with fine wines in a newly renovated 1882 row house in Little Italy on a Friday or Saturday night this summer. Our hosts Tom LeClair and Carlyn Berghoff will prepare an amazing evening that also includes lively conversation on trending topics in the world of disabilities.
Take Me Out to the Ball Game

Four seats to your choice of two 2019 games decided upon in conjunction with the donor. These seats offer an extraordinary opportunity to experience Wrigleyville’s favorite team from premium seats only 10 rows behind home plate.

Rob Larson’s Water Lilies

Inspired by Claude Monet’s use of color and expressive brushstrokes, our own Rob Larson has created his own rendition of Water Lilies. Using oil on canvas, the painting celebrates the beautiful relationships found in nature through reflections in the pond and the flowering water lilies.

What Are You Waiting For?

Group enjoying games at Evanston fundraising event, SPARKTickets are on sale now! Early bird prices are available until March 31st, and then all ticket prices will increase by $25. While you’re getting tickets to SPARK, you can also purchase your Golden Ticket and Heads or Tails glamour glasses. Don’t forget to indicate which prize you’d like if you bought a Golden Ticket, and let us know your dinner choices too!

We can’t wait to see you at SPARK and start igniting dreams together!

How to Teach Self-Determination Life Skills

As Americans rethink the ways we manage education, concepts like self-determination are making way for individualized instruction. Many teachers are beginning to ask themselves, “How can I teach self-determination to my students – especially students with disabilities?”

This question is crucial for all students, but for students with disabilities, navigating the world with critical self-determination life skills makes a whole world of difference. In fact, according to a University of Illinois article, students with disabilities in self-directed learning programs are more likely to achieve academic and non-academic goals! Find out how you can incorporate these concepts into your curriculum.

What Are Self-Determination Life Skills?

Student playing with puzzle pieces in colorful classroom settingSelf-determination skills are developed through a combination of skills, knowledge, and beliefs. Those pieces of self-determination help people engage in goal-directed, self-regulated, autonomous activity. Learning how to act in a self-directed manner empowers every student who gains these skills.

There are many components of self-determination that facilitate self-directed goals for students. Teachers might use curriculum that focuses on decision making, problem-solving, goal setting, self-awareness, and self-advocacy, among others. We can all imagine that dedicating time to skills like these benefit personal development, but how can teachers implement these concepts into their classrooms?

Approaches to Teaching Self-Determination Life Skills

While soft skills are difficult to measure, teachers should be able to fit these skills into existing curriculum with just a little extra effort. Some ideas to include this type of life skill involve:

    • Invest time in facilitating student-driven IEPs and transition planning, and check in with students to make sure they are prepared for meetings. All students are capable of being involved in planning their life.
    • Teach skills and enhancing knowledge of skills like problem-solving and decision making directly, creating lesson plans around these types of skills.
    • Embed instruction into general curriculum. For example, in any lesson plan, a teacher can begin by asking students to create a goal. In the next step, students will take action toward their goal. By the end of the lesson, students can reflect and revise their goal, learning about self-awareness.
    • Dedicate time to person-centered planning, an approach to plan and develop supports to help a student or any person achieve their goals.

Teaching Self-Determination Through Adulthood

These tips are great for teachers who can shape the future for students with disabilities, but what about adults who have already transitioned out of school programs?

Our My Full Life™ online application includes planning, skills inventory, and life skills curriculum designed to support individuals with disabilities living independently in the community. For educators and agency professionals interested in learning more, please visit this page and contact us for a demo.

California Dreamin’ with Cynthia & Chrissy

As temperatures dropped last month, two members of our staff escaped to California to work with our partners at Club 21 Learning and Resource Center, VTC Enterprises, and New Horizons. Community Life Coordinator Cynthia visited to conduct life skills software training through our My Full Life tool. A couple of weeks later, Chrissy visited to present at their Tools For the Journey conference.

Life Skills Software Training

New Skills Inventory client practices her kitchen skills.For the past twelve years, Cynthia Witherspoon has been working with the Full Life Model, developing tools and resources. She is an expert in our online application for life skills development, My Full Life, and shares these resources with our partners across the country. She visited Club 21 and VTC Enterprises to help them work with our My Full Life Skills Inventory over the course of six days.

During her time in California, Cynthia met with several young adults with disabilities who will be using our Skills Inventory. On one day, Cynthia joined a young woman named Lily at a coffee shop. She then observed her grocery shopping and cooking delicious tacos.

Throughout her trip, Cynthia says, “Parents of individuals completing a Skills Inventory had ‘ah ha’ moments.” The parents plan to encourage their children in pursuing more opportunities to practice independent living skills. Next, we will continue supporting the brand new Skills Inventory Consultants Cynthia helped train, completing written reports for the families.

Presenting Tools For the Journey

My Full Life Director Chrissy Dale also escaped to California during Chicagoland’s intense cold. Chrissy presented at the Tools For the Journey conference, hosted by Club 21. Using our Skills Inventory as a Road Map to Independence, Chrissy demonstrated how families can support the growth and development of their child.

Club 21 Executive Director Nancy Litteken strives to provide role models of adults living full lives with disabilities. By showing families examples of what is truly possible, those families can begin to dream bigger. According to Chrissy, community member Danny was “the perfect example of how families can dream bigger for their child.”

After the conference, Chrissy shared, “What excites me the most is Club 21 students transitioning into adulthood while working with our most recent agency collaboration, New Horizons, aligning our missions by taking a person-centered approach.”

Moving Forward and Igniting Dreams

Want to learn more about what Cynthia and Chrissy were up to? Check out more information about My Full Life to learn about the Skills Inventory! You can also connect with Chrissy online or schedule time to talk about how My Full Life can help you.

How to Teach Self-Advocacy Skills to Students with Disabilities

Young student working hard. Learning self-advocacy means developing a set of skills that are based on self-knowledge, communicating your understanding, and knowing your rights. When educators teach self-advocacy skills to students with disabilities, that knowledge opens doors to success that might otherwise never have appeared.

Unfortunately, students with disabilities historically have not been included in learning intangible skills such as the development of leadership abilities. To develop a skill set of self-advocacy tools, dive into cognitive functions like goal setting, intrapersonal functions such as building confidence, and interpersonal functions like collaborating on teams. Teachers seeking to support all their students, including those with disabilities, can read more from the National Council on Learning Disabilities to understand how to implement self-advocacy skill curriculum to your classes.

Develop Self-Awareness Through Skills Assessment

Educators can teach self-advocacy skills to students in a variety of ways. This image shows an individual in a wheelchair with two others on a grassy lawn.Begin by understanding the students’ strengths and weaknesses. Teachers can conduct a skills assessment, and then they should try to focus on the strengths. Starting with strengths helps students refrain from internalizing low expectations. With a solid understanding of their talents, students will leave class with greater self-awareness.

Making Skill Development A Priority

The next step sounds simple: make teaching self-advocacy skills a critical priority. But this step is like the foundation of a house. It will require a deep dive into lesson plans, adding opportunities for students to express their needs and desires. Without baking these ideas into the classroom’s curriculum, students most likely will not succeed in advocating for themselves.

Flexible Classrooms Teach Self-Advocacy Skills

A teacher in front of their classroom, photographed from the students' perspective.Teachers who want to support students in upholding their rights should try to create learning activities that engage all of their students on this topic. Some schools are beginning to move toward Universal Design for Learning, or UDL. UDL allows teachers to accommodate individual learning preferences, while also guiding the development of flexible classrooms.

Finding Real Opportunities to Learn

Finally, schools that support this skill development should consider ways to make learning this skill tangible. Because self-advocacy is not easily measured, learning experiences that are collaborative and engaging will help gauge students’ capacities. Schools could begin making connections with local businesses to see what opportunities students could have in the community. Through learning collaborations in the community, students gain real-world experience, and most will transition out of school ready to succeed.

How We Can Help Educators & Agencies

Teaching current students how to advocate for themselves is obviously crucial to their post-school success. But what about adults with disabilities who weren’t taught self-advocacy skills in school? My Full Life™ can help. An online learning management system, My Full Life consists of three parts: a skills assessment, planning process, and skills curriculum.

Agencies that serve adults with disabilities can request a free demo of My Full Life today! This offer is also available to educators teaching transition skills to students with disabilities. Reach out today to learn more!

Success Stories

sat20jul3:00 pm5:30 pmHeARTwords Workshop

sun21jul11:00 am12:45 pmBowling

mon22jul4:00 pm5:00 pmYoga

mon22jul5:00 pm6:00 pmBook Club

tue23jul1:30 pm2:30 pmWalking Club

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