Located on our 32-acre Shaker Heights, Ohio campus, Monarch Day School is a chartered, non-public school licensed by the State Board of Education in Ohio, for students ages 5 through 21 with Autism Spectrum Disorder and often other co-occurring diagnoses.

Monarch’s facility was intentionally designed to appease the sensory needs of autistic students with delayed egress doors, natural lighting, a soft color palette, odorless paint and carpet, special sensory rooms, gross motor rooms, quiet zones with padded walls/floors, small group and one-on-one learning spaces, life skills spaces (kitchen, laundry, office), adapted playgrounds, and a sensory garden. Educational software and technology including Speech Generating Devices (SGDs) are used liberally throughout the school day, and student and program progress are assessed with a unique data collection system.

Monarch students’ abilities and learning styles vary greatly across the spectrum. Students are assigned to classroom-based teams according to age, language level, and academic functioning. Rooms typically have between 5 and 8 students and are managed by an interdisciplinary team with a high clinician-to-student ratio. Students receive one-on-one and small group instruction in 30- to 45-minute increments, driven by their Individualized Education Plan (IEP) or Service Plan (SP), and supported by Monarch’s Visual Language Immersion Treatment Model. Within the first 45-60 days of placement, a new Monarch IEP/SP with individualized goals is written based on the results of interdisciplinary assessments. Students receive instruction aligned with modified content standards to support progress toward graduation requirements. They are provided speech and/or occupational therapy services as outlined in their IEP or Service Plan, and they also engage in art and music therapy and social experiences including dances, talent shows, field day, holiday celebrations, cooking clubs, spirit weeks, graduations, ballet performances, field trips, and more. Classes are taught in a natural environment and address social skill development, language and communication, regulation, executive functioning, academic skills, activities of daily living, fine and gross motor skills, prevocational skills, and behavior support.

Students can participate in one or a combination of three unique programs when they reach transition age. The Middle/High School focuses on academics, while daily living and communication/behavior skills are the highlights of the Upper School. Monarch’s Transition Education Program (MTEP) offers various opportunities to participate in community-based, experiential learning and prevocational skills training. Students begin by practicing skills on-site in simulated work settings that teach manufacturing, sales, graphic design, hospitality, and office work. Once ready, students receive prevocational training at one of the many work sites with whom Monarch partners. In addition, daily community explorers’ groups visit grocery stores, restaurants, local stores, and parks to practice everyday skills.

Extended School Year (ESY) services are available to current Monarch School students who qualify based on documented skill regression during extended breaks and/or the nature and severity of their disability. To ensure continuity and uphold the quality of each student’s individualized program, all Monarch School staff participate in ESY. Programming may include academic instruction, speech-language therapy, occupational therapy, behavior support, prevocational skill development, and leisure skill enrichment. The ESY program runs for a total of 15 days, providing 120 hours of structured, supportive learning.

Click Here to View a PDF of The Typical Day at Monarch Day School

Monarch’s visual language immersion treatment Model combines concept-driven language instruction, visual and regulation 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 and sensory intervention, and academic achievement. The Model is concept-driven to ensure learning is generalized to multiple contexts including school, home and the 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.

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Our multidisciplinary treatment team is comprised of highly trained professionals who work collaboratively to integrate therapeutic, behavioral, medical, and educational plans. This coordinated approach ensures consistency across residential and school environments, allowing each child to experience cohesive, aligned support. By bringing together expertise from multiple disciplines, we create a thoughtful, comprehensive treatment model that considers the whole child and the context in which they live and learn. This integrated approach leads to more meaningful progress and stronger long‑term outcomes. 

To learn more and apply for a job at Monarch Center for Autism, please click here.

Meet the Team

Our multidisciplinary treatment team is led by the following individuals:

• Monarch School Director: Jennifer O’Keefe, LPCC-S, Jennifer's Linked In
• Monarch School Assistant Director: Monica Fisher, M.Ed., BCBA, COBA, Monica's Linked In

The following FAQs are designed to provide helpful information about daily life at Monarch Day Schoo. Our team is committed to partnering with families every step of the way to ensure each child receives compassionate, individualized care.