Education
When it comes to recovery, we believe the combination of individualized and group therapy, a therapeutic residential treatment environment and supportive education is key. Our goal is not only to help adolescent girls and women recover – but also to help them cope in the world around them. That's why our state-approved educational program provides a dynamic, therapeutic, structured community where students can learn, achieve and be responsible while receiving the nurturing and sustenance they need to enhance their academic lives. By focusing on a program of education, treatment and supervision, our team has had tremendous success.
The Team
We believe in dynamic collaboration. By giving our students the right attention and expertise, they can achieve their highest emotional, social and academic potential.
Our team includes:
- our principal, who's also a Licensed Clinical Social Worker with Type 75 Administrative Certification and Type 73 School Social Worker certification
- master's-level teachers, who are certified and trained as Learning Behavioral Specialists
- certified paraprofessionals in each class
The Individual
Every student is different. That's why we administer state-of-the-art assessments and then develop a specific plan for each individual. This plan considers the resident's current level of achievement, ability to learn and the requirements of her home school district. Elective subjects, advanced placement courses, ACT/SAT prep and online courses are also offered where appropriate. To enhance the student's strengths in academia and the arts, we also offer outstanding tutorial resources.
The Environment
Centrally located next to our residential lodges, the Timberline Knolls Academy gives students access to nature for integrative learning opportunities. The Academy is an Illinois State Board of Education-approved residential school. We follow a quarter-based academic calendar and offer a six-week summer school program in accordance with the Illinois State Board of Education Learning Standards.
