Day School

Students

Individuals ages 5 through 21, whose abilities and learning styles vary greatly across the autism spectrum. Students are assigned to classroom-based teams according to age, language level and academic functioning. Students ages 14 through 21 are able to participate in one or a combination of three unique programs. The High School focuses on academics and social skills, while daily living and communication/behavior skills are the highlights of the Upper School. Monarch Transition Education Program (MTEP) offers various community-based experiential learning opportunities.

Staff

Intensive therapeutic intervention provided by a multidisciplinary team including speech language pathologists, occupational therapists, behavior specialists, intervention specialists, music, art, recreational & horticulture therapists, and associate teachers.

Curriculum

Students receive one-on-one and small group instruction. Classes are taught in a natural environment and address social skill development, language and communication, executive functioning, academic skills, activities of daily living, fine and gross motor skills, sensory intervention, prevocational skills, art and music skills, and behavior support. Each student has an Individualized Education Program (IEP) or Individualized Service Plan (ISP), and individualized positive behavioral intervention plans are created and implemented for students who require them.

Individualized Daily Schedule

An individualized daily schedule is created to support each student’s learning style. Sessions are scheduled in 30-minute and 45-minute intervals, during which the child engages in a variety of prescriptive activities to support learning and development. To assist children with transitions between and within activity sessions, individualized visual supports are created and implemented.

Monarch Model

Monarch's visual language immersion teaching Model combines concept-driven language instruction, visual supports, technology, and Applied Behavior Analysis (ABA). Developed through an ongoing partnership with Dr. Howard Shane at Boston Children's Hospital and Harvard Medical School, it leverages the strong visual processing abilities of individuals with autism, and supports communication, comprehension, language development, social skills, behavior support, sensory intervention, and academic achievement. The Model is concept-driven to ensure learning is generalized to multiple contexts including school, home and community. It is predicated on the systematic and individualized introduction of language concepts accompanied by visual supports, to help individuals with autism develop modes of communication. These modes - spoken, visual and/or written - assist in alleviating frustration, reducing maladaptive behavior, building confidence and enriching the individual's quality of life. 

Unique Environment

State-of-the-art facility intentionally designed to appease the sensory needs of students with a soft color palette, gentle up-lighting, an abundance of natural light, extra sound proofing, quiet wooden lockers, odorless paint and carpet, special sensory rooms (Snoezelen Rooms), one-on-one learning rooms, gross motor rooms, adapted playgrounds, sensory gardens, and adapted indoor swimming pool.

Technology

Educational software, video modeling, iPads and other mobile devices, computers with web-based tools, SmartBoards, and Augmentative Communication Devices are used liberally during the school day to supplement students’ Individualized Education Programs (IEPs) and/or Individualized Service Plans (ISPs).

Outcomes Data

Student and program progress are continually assessed with a unique data collection system that measures performance through parameters of independence, accuracy, participation, and behaviors.

Scheduling Options

An individualized daily schedule is created to support each student’s learning style. Sessions are scheduled in 30-minute and 45-minute intervals, during which the child engages in a variety of prescriptive activities to support learning and development. To assist children with transitions between and within activity sessions, individualized visual supports are created and implemented.

Extended School Year (ESY)

Monarch Extended School Year (ESY) is for current students who have experienced regression during school breaks. The small student to staff ratio is similar to that of the school year. Additionally the program maintains the consistency of the school year.