Monarch Center for Autism Cleveland Ohio
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Monarch Day School for children with Autism

A school for children and young adults ages 5-22 with Autism Spectrum Disorders, Monarch School in Cleveland, Ohio is a chartered non-public school, licensed by the State Board of Education of the State of Ohio. Monarch is also a certified California Non-Public School and is Illinois State Board of Education approved. Monarch's teaching team is devoted to delivering a real world preparatory education to each of our students.

Our Goal: To empower our students to move beyond our program and return to their families, their schools and their lives.

Creating a positive cycle of learning

A school for children and young adults (ages 5-22) with Autism Spectrum DisordersMonarch School is a place where every day is a successful one. Our teaching team is devoted to delivering a real world preparatory education to each of our students. We accomplish this by delivering a curriculum that focuses on creating a positive cycle of learning. Through individualized speech therapy and a strong visual-language-based program, we enable verbal communication. Our students learn to express their needs and experiences as well as comment on their environment and their life.

We teach whole concepts

At the Monarch School we teach whole concepts, meaning we work to instill in our students a full understanding of words and their associations. Our speech therapy goes beyond the name of an object by emphasizing comprehension of its purpose and place in the world around it.

We teach flexibility and instill tolerance for change

Monarch School’s team assesses situations astutely and responds by reinforcing and rewarding positive behaviors. Our balanced teaching philosophy creates moments of instruction and learning where they do not typically exist. By extending instruction beyond our classroom walls and into our community, we are able to reinforce positive behavior in new and unfamiliar environments. In the classroom we rehearse real world situations. Our team blends academic lessons with life skills to strengthen our students’ ability to manage, navigate and enjoy family and social activities.

A facility built from the ground up to match the unique needs of our students

Monarch School resides in a state-of-the-art facility that has been specifically designed to accommodate and balance the sensory needs of our students. Monarch School is a place where every resource is devoted to increasing comfort, inspiring learning and improving communication.

  • Monarch School’s curriculum is mapped onto the Ohio Education standards. Our students are afforded an opportunity to successfully meet IEP standards, goals and objectives.
  • Monarch School’s programs are evidence-based and are tailored to the individual needs and abilities of each student.

Positive Behavioral Supports

Lower School Gym Monarch Day SchoolTo support children who face behavioral challenges, individualized positive behavioral intervention plans are created and implemented throughout the day. A functional behavioral analysis is completed with input from all interdisciplinary team members. This information, which is attained through analysis of the child's behavioral history and systematic observation across settings, is utilized to identify what function the targeted behaviors serve for the child. A comprehensive reinforcement inventory also is completed to identify preferred items and activities that can be used to strengthen and support positive behaviors.

Restraint is an emergency safety intervention that shall only occur when there is an immediate risk of physical harm to the student or others, and shall occur only in a manner that protects the safety of all children and adults at school. Please click here to read Monarch School's Restraint Policy and Monarch School's Restraint or Seclusion Complaint/Concern Form.

Individual Program Plans

At the end of the initial 30-day assessment period, each child has an individual program plan (IPP). The IPP clearly identifies the strengths, needs, and preferences of the child and lists priority goals, objectives, and services to facilitate skill development. Specific areas for training are functional in nature and designed to support or supplement educational services. Curriculum areas targeted for skill development include:

  • Self-care
  • Visual Discrimination
  • Motor planning
  • Self-Awareness
  • Leisure
  • Community
  • Activities of Daily Living
  • Communication

Individualized Daily Schedule

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

Sample activity sessions include:

  • Gross motor
  • Structured academics
  • Chores
  • Sensory
  • Computer
  • Community training
  • Arts & Crafts
  • Small group activities

Data Collection

Each child's progress is closely monitored via Program Implementation Plans and through a daily activity record. Qualitative and quantitative data are collected every 30 minutes on each child. This data is analyzed and used to generate monthly, quarterly, and annual narrative reports and statistics that reflect the child's progress.


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