new services
TRANSCRIPT
And our new services!
TIMBER RIDGE SCHOOL
Who are we?
Timber Ridge School has 40 years of successful work with seriously disturbed adolescent young men.
We are licensed by…
• Virginia Department of Education
• Department of Mental Health, Mental Retardation, and Substance Abuse
We have been awarded the
following Accreditations:
• Virginia Association of Independent Specialized Education Facilities (VAISEF)
• National Commission for the Accreditation of Special Education Services (NCASES)
• Southern Association of Colleges and Schools/Council on Accreditation and School Improvement (SACS/CASI)
It is true that yesterday’s successes do not meet the demands of today.
Virginia Children’s Services
TransformationCORE Practice Model states:
Congregate placements should focus on the child’s needs, be family focused, temporary, and prepare the child to return to family and community life.
Our Beliefs
• We support the initiative to improve permanency rates for youth in foster care.
• Stabilization and comprehensive transitional planning is a means to that end.
• We realize state and local budgets continue to be hit hard due to lower than estimated revenue projections.
Our Beliefs
• We believe that residential placement must be driven by identified need and agreed upon goals for the student and his family. Achievement of those goals is the only legitimate criteria for discharge.
Our Beliefs
•We believe transitional planning is not an “add on” but the essential component to treatment planning. Returning a student to his family or home community with adequate supports is the goal.
Our Beliefs
• We believe that all families must have the opportunity to demonstrate their capacity and have the desire to do what is best for their children. However, life circumstances may require specific training and supports to promote effective functioning.
• Timber Ridge School is ready to partner with other agencies to promote permanence for at-risk youth.
Our Beliefs
• We provide a service that is not contrary or adversarial to permanence, but rather a part of a continuum of care for seriously disturbed adolescent young men and their families. Timber Ridge School may serve as the least restrictive and most effective treatment option.
Our Beliefs
• We support placements based upon mutually established goals, not time driven.
Community and Family Reintegration
• We embrace permanency for youth.• We initiate active discharge planning
upon enrollment.• We engage the family and agency in
developing a broad support network.• Transitional planning is an essential
component to treatment.
Community and Family Reintegration
• Returning a student to his home community with adequate support is the goal.
• We believe that residential placement is part of a successful continuum of care for seriously disturbed adolescent young men, their families, and agencies.
From this set of beliefs, Timber Ridge School has developed
the following services to enhance and expand our program.
Stabilization Services
Diagnostic & Assessment Services
Goal-Based Services
In-Home Skill Development Services
Stabilization Services
Overview
• Offers a highly structured therapeutic environment where accountability, responsibility, and dependability are taught.
• The student progresses through three (3) developmental levels.
Stabilization Services
Developmental Level 1 – Adjustment
• Focus on the student’s understanding and acceptance of his placement.
• He learns the meaning of accountability.
Stabilization Services
Developmental Level 2 – Personal Compliance
• The student begins to accept that others have the right to tell him what to do.
• By the end of Level 2, the student can complete daily routines without constant reminders and controls from staff.
• Responsible behavior becomes a habit.
Stabilization Services
Developmental Level 3 – Setting Goals
• The student learns that it is not enough for him to stop his negative behaviors. He must determine a positive direction to which he will commit himself.
• His behavior becomes dependable.
Stabilization Services
Reintegration and Transition
• Discharge planning begins at the time of admission.
• Agreed upon transitional goals determine reintegration back to family and community.
Stabilization Services
Progress Reporting
• Family treatment planning is established along with an Individual Service Plan.
• Monthly comprehensive reports are completed and reviewed during monthly treatment meetings including family and placing agency.
Diagnostic & Assessment Services
Overview
• Provides child care agencies, the juvenile court system, educational localities and other child focused agencies with a thorough understanding of a youth, who is either new to their agency, or has been unsuccessful with less intensive services.
Diagnostic & Assessment Services
Comprehensive Evaluation includes:
PsychologicalAcademic *Medical
* Student may earn 2 academic credits during Assessment period.
Social functioningFamilyCareer interests
Diagnostic & Assessment Services
Planned Length of Stay:First 8 weeks - Completion of assessment
and written report
9th week - Feedback and Planning meeting
10th–15th week - Devoted to providing case coordination services, and transition to the next most appropriate, least restrictive setting.
Diagnostic & Assessment Services
Progress Reporting• Individual Service Plan is generated
within 24 hours of admission.• Monthly Progress Reports are written
by the student’s assessment team.• Discharge Plan is finalized during the
Feedback and Planning meeting.• Discharge Summary is generated
within one week of planned discharge.
Goal-Based Services
Overview• Appropriate for students who must
master specific objectives in order to transition successfully back to their community.
• Placement period is relatively short.• High to moderate supports are
required in the community to maintain and promote progress.
Goal-Based Services
Overview• Residential placement occurs due to
a combination of the adolescents individual needs, family dynamics, and available supportive/therapeutic services available in the community that are not being successful.
Goal-Based Services
• Progress. The student’s progress is measured by achievement through the developmental residential program demonstrating specific outcomes as indicated in the Goal-Based agreement.
• Family Services. Work with the family, when appropriate, begins upon admission and continues throughout placement as an integral part of treatment.
Goal-Based Services
• Transitional Services. Discharge planning begins at the time of admission. The agreed upon plan includes specific transitional activities required for continued success post discharge.
• Other Services. All services available at Timber Ridge School as a licensed Residential Treatment Facility are available to students in the Goal-Based Services Program.
In-Home Skill Development
ServicesOverview• Focus is on skill development. Family
members understanding their role and developing necessary interpersonal and parenting skills is essential in a functioning family.
• A progression of supportive, therapeutic, intensive, skill development interventions for adolescent males and their families.
In-Home Skill Development
Services• Intensive In-Home Services. Provides
assessment and family counseling to clients at risk of out-of-home placements. Role identification and function are identified, taught, and reinforced.
• Aftercare In-Home Services. Provides socially necessary supportive counseling to the family of a client returning from out of home placements.
In-Home Skill Development
Services
• Family Treatment Plan. Developed collaboratively with family members and relevant agency representatives, the plan identifies needs and outlines services.
• Outcome-Based. Positive or negative outcomes drive the changes to the family treatment plan.
Philip Arlotta• Director of
Admissions – VirginiaPhone: (540) 888-9521Toll free: (877) 877-3025Email:
TIMBER RIDGE SCHOOL
Cindy Largent-Hill• Director of Admissions
– Out of StatePhone: (540) 888-9522Toll free: (877) 877-3026Email:
TIMBER RIDGE SCHOOL
TIMBER RIDGE SCHOOL