Recently I had the pleasure of touring Cherokee Creek Boys School with a group of Educational Consultants. Starting in the very comfortable main lodge, Beth Black, founder of the school, discussed how her experience with their son ultimately led her and Ron Black to their vision of creating this not-for-profit school. She introduced her daughter Shaler Black Cooper who has helped her along the way, and is now the Admissions Director. We had already developed an appreciation of her skills as one of our excellent tour guides. Beth's presentation reminded me of when the school was in its infancy and one of my clients was among the first group of graduates. They're now in their tenth year, offering grades 5 - 9 for adolescent boys, ages 11 - 15 upon admission.

Across the large room was the dining area. Tables adorned with handmade quilted tablecloths awaited the influx of students and staff anxious to enjoy what smelled like a delicious meal. Teachers and staff joined us in the living room accompanied by a visiting alumnae family.

Executive Director David LePere explained that Cherokee Creek was recently awarded another five year full accreditation after an on-site visit conducted by the Quality Assurance Review Team of the Southern Association of Colleges and Schools Council on Accreditation and School Improvement. The commendations in the report stated that Cherokee Creek "firmly established [their] vision and core values...the vision frames all decisions made by school leadership and staff. The Cherokee Creek location and facility support the nature driven approach to holistic learning in a therapeutic environment. The collaboration between the therapeutic and instructional staff fosters an environment with a pinpoint focus on each individual child and his family. The visionary leadership of the board and school leadership team encourages and supports innovation and creativity. The family component of the therapeutic and academic initiatives provides unique opportunities enhancing the probability of successful outcomes for students and family systems."

We met the Academic Dean, Denise Savidge, who has taken a very active role in strengthening the academics of the entire school, while also teaching English and social studies. The science and the math teachers, as well as the various therapists who do individual and group therapy with the students were introduced. We also met the coach, an athlete highly motivated to help students enjoy their participation in sports, demonstrate good sportsmanship, be a well-groomed team.

Beth Venable, our other tour guide has led many groups as a river rafting guide. She has recently become the Family Activity Coordinator/Communicator to help families participate in the work and play with their sons as part of communication and family therapy. She draws from her skills in theatre arts, communication, culinary arts, and as a river rafting guide. She discussed how theatrical and communication skills can be used to help people actively receive, and integrate information, rather than sit passively and watch.

Consistent with this idea, the staff involved us in a treasure hunt for totem bears, each with a question strapped to it that the 'finder' was to ask a designated individual. The way the faculty and staff answered the questions and described their experiences showed how they worked together and shared a common vision. The "planted" questions involved us in conversation with staff, encouraging them to describe the various fun activities in which they and the kids participated. Their anecdotes demonstrated more about how they actualize their vision of the school.

Afterward we met some students, who excitedly showed us their classrooms and dorms. They were well mannered, interested, competent, and yes, charming, even though their histories would reveal attentional, behavioral, attachment and/or maturational issues. The campus was rustic and attractive, consisting of dormitories, and a school building in addition to the main lodge. The teachers showed us the small attractive classrooms while describing their curriculum. The students showed us the pet iguana, and caged rats the science teacher had convinced David that the students needed in class, based on research she showed him.

Lunch was an absolute delight. We discovered Cherokee Creek has definitely developed healthy eating into a culinary art! During lunch, each consultant sat with a different student so they could ask further questions. After lunch, cleanup went smooth and quick, and it was time for us to move along. After expressing fond farewells and gratitude for a delightful visit, we began our short drive back to Asheville, NC.

On the ride back, I had the chance to ask Beth Venable about questions I heard raised last year regarding staff changes at Cherokee Creek. She explained that Cherokee chose to reduce their number of students. Because of the combination of a smaller capacity and the need for more specialized staff, they eliminated one position to hire additional teachers, and increase the number of therapists. The final result was a school less administratively top-heavy, with more clinicians, and more focus on academics, helping to manifest the school's goals and vision. Although the transition was not fully understood at first, Cherokee Creek maintains their vision of being a "small school with a big heart." The students I talked with were responding very well to this nurturing therapeutic support in a rural setting that combines fun times and family bonding at the river and in the woods, with academic challenge and support in the classroom.