THE MONARCH SCHOOL INC
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Mission Statement
The Monarch School and Institute is globally recognized and dedicated to providing an innovative, therapeutic education for individuals with neurological differences in an environment that supports self-determination and empowerment in the greater community.
About This Cause
The Monarch School is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette Syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. The Monarch School and Institute was founded in 1997 in response to a critical need to serve students with neurological differences who required individualized programs that provided cognitive, emotional and social development components. In the fall of 1998, the school opened its doors to 23 students, and by 2001 enrollment had increased to 69 students. To meet the need of its growing population, Monarch moved to 11 acres in the Spring Branch community and constructed the Chrysalis, Butterfly, and Monarch Centers, as well as outdoor studio classrooms. Majority of Monarch’s students are starting out their elementary education with us, while others join from more traditional mainstream settings, or have been primarily home schooled. The adult learners participating in our 18+ programming typically come to us after they have experienced a lifetime of education in the public school system. While some will go on to further their education and live self-sufficient lives, many will need continuous assistance. Our goal is to meet the academic and therapeutic needs of these students and adults who have not been provided the specialized education and individuated attention they require. Most of our students fall on the Autism Spectrum, with the remaining representing a wide array of diagnoses that give way to difficulty with social and emotional challenges. At The Monarch School and Institute, we believe that by serving the whole person, we seek to meet each individual on their own level. Our programs are research supported to bring about positive outcomes for our students, with the ultimate goal to prepare each of them to become participants in managing life and making meaningful contributions to building relationships, employment, and community. Our unique, integrated education process is not available in Texas’ public school system or even in most mainstream private schools, but is highly specialized to fit each student’s personal needs. Our inclusive programs offer a learning environment that uses Monarch’s trademark Four Core Goals that include: (1) Self-Awareness and Self-regulation, (2) Relationship Development, (3) Executive Functioning, (4) Academic and Professional Competency. With an exceptionally low faculty-student ratio of 1:2.5, Monarch studies each student’s style of learning and competencies, as well as their unique approach to organizing relational, personal and reasoning tasks and functions. With accurate diagnostics, appropriate therapy, best education practices, and individualized instruction, all children and adults can thrive despite their learning differences and disabilities. Education practices are learner-centered and intrinsically motivated. Our team of professionals understands the unique needs of each student and are dedicated to helping them face their challenges and excel at learning and living in a safe and loving environment. We have designed our programs so that they focus on the critical cognitive, motivational and affective factors that research suggests determines success in school and life. The program level into which students and adults are enrolled is determined by their developmental functioning at the time of enrollment, and include the following programs: Chrysalis Program Serves learners at the preschool and elementary academic levels (ages 3-12). The core goals are addressed through a developmental level system specific to each students capabilities. The program operates primarily in self-contained classrooms where learners are placed with the same professional educators for most of the day in a format common to elementary schools or special education classrooms. Much consideration is given to their environment; low light, fragrance free, limited wall and floor space clutter, soft voice, and soothing music when beneficial. A sensory friendly setting lends to facilitating Monarch’s holistic approach, supporting the students’ academic, social, and therapeutic needs. This further allows the brain to regulate, minimizing emotional outbursts and supporting a mental health balance. Bridging Program Chrysalis students are provided an opportunity to move through the continuum of educational programs as they progress from elementary to middle school academic levels, which transitions students into a more traditional middle and high school setting. Students are taught research-based skills that can be applied as they become more interdependent, including executive functioning, managing the day and their behavior in a variety of settings, branching out to build social relationships with others, entering into and exiting a conversation, and upholding self-awareness when navigating new environments. Our professional faculty of therapists are on hand daily to assist students evolving from the self-contained Chrysalis to the semi-independent setting of the Bridging Program. Butterfly Program Serves students at the middle and high school academic levels (ages 12-21) who are approaching a higher level in their developmental growth and need opportunities to practice mutually shared ownership of their goals with faculty and family. In this system, students are expected to navigate a multi-part schedule; switching classes, initiating social relationships with their peers, and gradually becoming more interdependent. Learners attend daily therapy sessions, both one-on-one and within a mentorship group, in an effort to build relationships and executive functioning skills needed to manage freedom, which comes from switching classes. Monarch’s Four Core Goals are embedded throughout the students’ day in all areas. Through Integrated Learning Practice (ILP), students are taught and practice identifying personal self-awareness needs, utilizing research-based tools and strategies to maintain self-regulation, and self-reflecting to make needed changes. Transition and Residential Services These post-graduate programs bridge the gap between school and adult life, sustaining the teaching and core focus of our mission. We are dedicated to providing transitional, residential and career opportunities for Monarch graduates, as well as other adults in the community, and guide students toward increased capacity for employment, education and life outside of their family home. Currently 55% of adult learners in Monarch’s Transition Services Program are gainfully employed and an additional 20% are currently attending college. Our Residents are expected to have either a daytime schedule of employment, an on or off campus internship, or receiving vocational or ongoing academic training. Each adult has an individualized plan to support their growth and competence in living apart from their parents. For those adult learners who are ready for more independent self-management, Monarch makes available local apartment units for their transition, while providing coaching and guidance from our professional educators and case managers. Life Academy Life Academy is the practice center for all of life’s learning; home-living, personal skills, community engagement, and employment. Through our student-operated, entrepreneurial enterprises, students translate academic learning into meaningful, functional skills and develop an understanding of participating in all aspects of the world around them, including living, social, and career success. Learners engage in work experiences in on-campus internships and off campus externships while integrating life-skills practices in preparation for work and interdependent living. Hands-on experiences in our enterprises enhance their lives in meaningful ways, including: (1) participating in one or more of Monarch’s school-based enterprises, (2) meeting with local professionals both on and off campus, (3) exploring community based business operations, (4) generating ideas from conception to production for the purpose of sale, (5) participating in work related skills development through employability classes. Employability Program This progressive approach provides adult learners with on-campus internships to engage in on-the-job skills training. As their abilities build, some students move to off-campus externships for additional training, or a paid job with a business or professional organization that matches the learner’s skill set. Careful consideration is given to ensure the placement made is an appropriate employment position. We have very successful relationships with local businesses that employ adult learners from our program, these particular students have attended employability courses on campus that teach both soft and hard skills. Hard skills are practiced daily through Life Academy’s five enterprises, which include: business, culinary, gardening, production, and retail. Some of our most dedicated employment partners have included MOD Pizza, HEB, Kroger, Walmart, Starbucks, Hayes and Wilson Law Office, Freudenberg Oil and Gas Technology, the Brenda and John Duncan YMCA, The Rise School, and Target to name a few. Our current employment placement rate is above 50%, whereas the national average is less than 20%. In addition, some adult learners attend college at either Lone Star or Houston Community College while continuing to obtain support from our therapeutic team. Monarch measures the individualized progress of each of our Learners based on our standard measurement tools. Each learner is evaluated individually according to his/her customized learning plan.