What to Expect When Placing Your Child

FORMAL INFORMATION GATHERING begins with our first contact.  You will be asked to complete a Client History Questionnaire.  In addition, we ask for formal releases that allow us to gather information from others who may be helpful in building a profile of your child and his/her learning, behavioral, and emotional needs.  We often consult with individual and family therapists, psychiatrists and teachers who know your child and family.  You will also be asked to provide RER with past testing, current grade reports, IEPs and transcripts.

Up-to-date testing is essential to the success of any placement. We review all previous testing; however, if testing is more than two years old, we may request current testing.  This is an additional investment of time and money, but often makes a critical difference in finding the best match of student to program.

WILDERNESS PROGRAMS PRIOR TO SCHOOL PLACEMENT – From years of professional experience, RER staff knows that students who first complete a sound therapeutic wilderness program are more successful in entering and completing a therapeutic school environment.  Therefore, nearly 100% of our parents are asked to consider this option.  In fact, we feel so strongly about this progression, our fees include an appropriate wilderness experience placement.  We monitor your child throughout wilderness and concurrently search for the right school or program.

CONTACTING PROGRAMS/SCHOOLS – Before your child goes to wilderness, RER writes a comprehensive Client Summary that is sent to admissions’ staff for review.  They will carefully review your child’s history and assess their potential for success at their program.  The Client Summary is also sent to boarding schools, along with testing, grade reports and transcripts to complete the admissions packet.  Our job is to collate all information and keep you informed as the process proceeds.  As you narrow your choices, you may want to visit schools.  Whenever possible, RER encourages school visits prior to making the final placement decision.

WILDERNESS TO SCHOOL – Our school search begins immediately upon wilderness placement and you will begin your investigation 2-3 weeks into your child’s wilderness experience.  Your child’s therapist will share this plan at the appropriate time.  Throughout wilderness RER maintains regular contact with your child’s therapist regarding treatment progress and date of graduation. Once the graduation date and subsequent school placement are determined, most students travel directly from their wilderness program to their school placement.  Parents can take their students or, if recommended, they can be escorted.  RER facilitates continuity of care by working directly with the wilderness therapist to make sure your child is well prepared for their school placement.

PLACEMENT – Once you make a final placement decision, RER staff helps expedite the program application.  We also provide information regarding educational loans and escort services, if deemed necessary.  Once your child is placed our Family Services Coordinator will monitor the placement and remain in contact with you and the school until graduation.  We will also work with you on a transition plan back home.

COMING HOME – Since RER staff has monitored your student’s progress throughout placement, we are well aware of pending graduations and the need for families to plan for homecoming.  This is more often than not an anxious time for student and family.  Several months prior to graduation, we recommend that you begin discussing a transition plan with RER staff.  Although your formal contract with RER ends with graduation, we offer transition program options to help you learn to live together as a family again.

PLACEMENT STAFF

Kim A. Rubin, M.A., LMSW, LPCC – President and Clinical Director, has over thirty years experience in teaching, educational consulting, diagnostic testing, and psychotherapy.  Her areas of expertise include learning disabilities, ADHD, Asperger’s Syndrome, psychiatric disorders, adoption issues, cutting, family therapy, and health-related problems.  Kim holds Masters’ degrees in Psychology and Special Education, and is a licensed Social Worker, Clinical Mental Health Counselor, Nationally Certified School Psychologist, New Mexico State Licensed Diagnostician, and Nationally Certified Educational Planner.  She has been a full member of IECA since 1997.

Suzanne Sugrue - Family Services/Program Development Director, has been working in the educational arena for over a decade. Her previous work includes serving as an Academic Advisor at the University of Arizona and as Admissions Director for Brush Ranch School, a residential school for adolescents with learning disabilities. Suzie is adept at helping families navigate their way toward solutions for their children. She is committed to serving the emotional, behavioral, social, and academic needs of our adolescent and young adult clients.  

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