© 2011, The Monarch Institute for Neurological Differences

© 2011, The Monarch Institute for Neurological Differences


Our purpose

The Monarch School is dedicated to providing and innovative,

therapeutic education to individuals with neurological differences.


NEUROLOGICAL differences


Current student demographics

• Total # of students = 132• 71% Male, 29% Female• 33% Ages 3-12,44% Ages 13-18, 23% Ages 18+• 39% Diagnosed with some form of ADHD• 58% Diagnosed with an Autism Spectrum Disorder• 9% Diagnosed with a Bipolar or Depressive Disorder• 7% Diagnosed with an Anxiety Disorder

© 2011, The Monarch Institute for Neurological Differences© 2011, The Monarch Institute for Neurological Differences

THE MONARCH DIFFERENCE


The MONARCH DIFFERENCE

For Achieving Optimum Results

Innovative, research-based

– Learner Approach – Learning Model– Learner Environment


WHY LEVELS?—RESEARCH BASE


WHY CORE GOALS?—RESEARCH BASE Zimmerman& Schunk

Self Regulation &Self Awareness

Relationship Development

ExecutiveFunctions

Academic &Professional Competence


WHY CORE GOALS?—RESEARCH BASE

Zimmerman& Schunk


ExecutiveFunctions


Systematic efforts to directthoughts, feelings, and actions,toward the attainment of one’sgoals


Greenspan Sharing attention and self regulation are pivotal

AyersThe ability to take in, sort out and connect information from the world around us in an organized manner

Greene Teach skills of flexibility

Damasio Emotions are brain representations of body states



Baron& Cohen

ExecutiveFunctions


Theory of MindSelf Regulation &Self Awareness

Gottman Element of repair

Gutstein Engagement with meaning is foundational to relationships

Goleman Emotional Intelligence

Hanifan

Social Capital – social participation through good will, sympathy, interactions with others leading to individual and community benefits




Lezak


Mental capacities necessary for forming goals, planning how to achieve them and executing plans


Welsh &Pennington

The ability to maintain appropriate problem solving set for goal attainment

Gioia, Insquith, Guy

Collection of interrelated functions responsible forfuture oriented behavior

GoldbergReferred to as the conductor which controls, organizes and directs cognitive activity, emotional responses and behavior


ExecutiveFunctions



Darling-Hammond

Effective school systems focused on teaching students about self-reflection, self-initiated and independent learning, problem solving, creativity and learning with real-world examples


McCombs Learner-centered Psychological principles

Marzano Standards driven education

McRel Compendium of standards

Levine Education needs relevance


ExecutiveFunctions

Academic &Professional Competence Seligman Must be led from strengths base










4 Core Goals

Learner Ownership Family Participation


4 Core Goals


“I share mind, emotionand action with others.”


4 Core Goals


“I stay in balance witha realistic, healthy life.”

“I share mind, emotionand action with others.”“I share mind, emotionand action with others.”


4 Core Goals


“I contribute to increasinglycomplex reality tasks.”




4 Core Goals


“I extend my learning and professional competence.”


“I contribute to increasinglycomplex reality tasks.”



VOYAGER

CHALLENGER

APPRENTICE

4 levels system

NOVICE



4 goals with 4 levels system

NOVICE

APPRENTICE

CHALLENGER

VOYAGER





Mental health professionals

…and professional educators working together

66 Faculty and Staff Members

Over a dozen masters and doctoral level

interns

• Professional educators• Education specialists• Psychologists• Psychometricians• Speech therapists• Licensed Professional

Counselors• Social workers• DIR® therapists• Occupational therapists• Neurologic Music

therapists

Collaborative therapeutic

education from a team of:


Faculty: Service Years at Monarch

• 0-1 Years = 25%• 1-2 Years = 17%• 2-5 Years = 23%• 5-10 Years = 21%• 10+ Years = 7%






Institute campus

© 2011, The Monarch Institute for Neurological Differences© 2011, The Monarch Institute for Neurological Differences

SERVICES


SERVICES

• Integrated, therapeutic day curriculum• Year round school• Life Academy• Integrated multidisciplinary psychology teams• Learner centered curriculum• Exceptionally low faculty-student ratio (1:2.5)

Dedicated to providing an innovative, therapeutic education for individualswith neurological differences


SERVICES

• Beyond traditional “life skills”• Real-world experiences to help students

– Translate academic learning into meaningful, functional skills– Develop an understanding of operating a business – Learn to work as a team to build business success

• Student opportunities include– Operation of many successful school-based businesses– Meeting with local professionals– Work at corporate internships– Enrollment in college, technical and vocational

courses

Life Academy Student-operated, revenue-generatingentrepreneurial experiences for our students


SERVICES

• Diagnostic Services Include– Psychological assessments– Psychoeducational assessments– Speech/Language assessments– Academic assessments– Sensory/motor skills assessments– Program planning & treatment

recommendations– Consultative services

An integral part of Monarch’s therapeutic dayschool curriculum, assessment and supportbut also provides services for individuals of all ages in the community.

While the wait for assessments at other well-known clinics in Houston is often well over a year, ours is intentionally onlya few weeks at most as we view timely intervention as crucial.


SERVICES

• Therapeutic Services Include– DIR®/Floortime™ Services– Brain Gym®

– Speech Therapy– Neurologic Music Therapy– Occupational Therapy– Tutoring– Executive Functions Support

An integral part of Monarch’s therapeutic day school curriculum and support and, like our Diagnostic Clinic, also provides services to the community.


SERVICES

• Utilize leased homes– Walking distance to campus– Staffed by Monarch faculty– 3 young adults in each home

• Semi-independent living experience– Empowers our students to transition

out of their parents’ homes– Residents in the homes

• Continue their education• Hold full or part-time jobs• Contribute to the community

Transitional residential opportunities for Monarch graduates and other young adults.


SERVICES

Dedicated training center designed to share our knowledge and extend the Monarch Modelon a local, national and international level.

• Parents• Professional Educators• Therapists

• Medical/mental health professionals• Administrators• Professors

• Training Center Impact– Reaches more than 2000 clients each year

– Trained approximately 1500 teachers last year– More than 40 different workshops– Impacted the lives of more than 150,000 students


SERVICES

• Colegio Monarch Guatemala, GuatemalaCity, successful replication founded in 2007

• Currently consulting with professionalsfrom around the globe including:

– Florida– Georgia– Louisiana– Michigan– Minnesota

– Ecuador– Panama– Mexico

Specialized team that provides hands-on assistance with planning, launching and maintaining new schools like Monarch throughout the world.

Documents

© 2011, The Monarch Institute for Neurological Differences