Tuition and Fees

There are several levels of tuition costs associated with each program at The Monarch School. Tuition is based on the level of care required for each individual student. The starting tuition level for each new student is determined upon completion of the admissions process.

Tuition Rates

Chrysalis Program
Chrysalis 1: $39,700 
Chrysalis 2: $47,500
Butterfly Program
Butterfly 1: $30,150
Butterfly 2: $32,850
Butterfly 3: $35,250
Transition Services 1: $16,100
Transition Services 2: $26,100
Transition Services 3: $31,400
Residential Program
Butterfly Transition Services Home Living: $39,480
Transition Services Home Living: $34,400
Transition Services Apartment Living: $26,880
Transition Services Case Management:
Dependent upon the level of services ranges from $6,000 to $14,400* 

Tuition includes:

  • Instructional supplies and books
  • Technology fees
  • Activity fees
  • School pictures
  • Local field trip transportation and fees
  • Yearbook
  • Parent education
  • Other necessary services and materials

Tuition does not include:

  • Music therapy (group or individual, except Chrysalis Program)
  • Training center workshops (fee reduced for Monarch parents)
  • Diagnostic services
  • Summer educational program (included in Chrysalis Program)
  • Home consultations
  • Consultation for other community settings (schools, churches, scouts, etc.)
  • Therapy services (included at Chrysalis 2 tuition level only)

The Chrysalis Program:

The Chrysalis program is an intensive 45-week intervention program, including a five-week summer program, which is geared to the practice of Novice and Apprentice objectives in the Monarch four core goal areas in order to address delays in the development of regulation, sensory motor coordination, language, relationships, and academics. Highly structured, self-contained classroom environments feature Professional Educators in fixed ratio practice zones of either 2:1 or 4:1 student: faculty ratios. A multidisciplinary team of intervention specialists and mental health professionals provide regular interaction times with students, as well as specific liaison with parents, caregivers, and other mental health professionals. Comprehensive treatment plans and individualized home plans are developed and monitored to create seamless and frequent communication between home and school. Regular sessions of music therapy are part of the student’s treatment plan. Additional interventionist services may be recommended and can be added to the contract. In some extenuating circumstances, there may be additional fees for additional faculty supports.

Chrysalis 1:

Specialized practices at the 4:1 ratio are geared to the achievement of Novice and Apprentice objectives in the Monarch four core goal areas in classrooms that consist of 8 students. The intention is to increase the student’s self awareness of how his/her behavior affects those around them and increase their ability to use the adults and environment to improve their ownership of skills in the four core areas. Faculty are curious about how the student learns and are focused on helping the students take ownership of this information to empower their interactions in the world. At this level, faculty develop a treatment plan that includes practices that allow the students to advocate for themselves and to use strategies that will support success in the four core areas. Faculty will describe students at this level as benefiting from a structure that allows the adults to collaborate with the student regarding the goals and practices required for the student’s progress.

Chrysalis 2:

Specialized practices at the 2:1 ratio are geared to the achievement of Novice objectives in the Monarch four core goal areas in classrooms that range from 4-8 students. The intention is to increase the student’s awareness of his/her environment and teach the student to accept help from a teacher. The faculty takes responsibility to construct a treatment plan that guides the interactions that will be appropriate for the student at this level. Caregivers may be required to attend regular individual sessions with a trained interventionist to support the implementation of the Monarch methodology in the home environment. Professional educators will describe students at this level as benefiting from an intense classroom structure where adults take primary responsibility for managing the set of practices required for the student’s participation.

The Butterfly Program:

The Butterfly program is an intensive 35-week intervention program, with an optional five-week summer program, which is geared to the practice of Apprentice and Challenger objectives in the Monarch four core goal areas in order to address delays in the development of regulation, sensory motor coordination, language, relationships, and academics. Individualized learning modifications are offered within interactive, small group instructional settings. Psychological support is provided through coaching groups, through specific liaison with parents and ancillary professionals, and through the Integrated Learning Practice (ILP) schedule of individual and group meetings. Individual support will be provided on an as-needed basis, which is expected to be somewhat often. Faculty will describe students at this level as benefiting from the Butterfly structure, with adults providing frequent prompts and structuring interventions to support the student in maintaining Apprentice and Challenger objectives.

Butterfly 1

Specialized practices in five curriculum areas are geared to the achievement of Apprentice, Challenger and Voyager objectives in the Monarch four core goal areas. Individualized learning modifications are offered within the context of an interactive, small group instructional setting. Faculty function in a mentoring role, guiding a student through predominantly Challenger and Voyager practices with few prompts and few interventions. Psychological support is provided through coaching groups and through the Integrated Learning Practice (ILP) schedule of individual and group meetings. Individual support will be provided on an as-needed basis. Faculty will describe students as benefiting from the structure of the Butterfly program with minimal adult prompts and interventions. Butterfly 1 students function consistently within predominantly Challenger and Voyager objectives and developmental achievements.

Butterfly 2  

Specialized practices in all curriculum areas are geared to the achievement of Apprentice and Challenger objectives in the Monarch four core goal areas. Individualized learning modifications are offered within the context of an interactive, small group instructional setting. The faculty and student relationship is described as master to master apprentice. Psychological support is provided through coaching groups, through the Integrated Learning Practice (ILP) schedule of individual and group meetings, and through specific liaison with parents and ancillary professionals. Individual support will be provided on an as-needed basis, which is expected to be infrequent. Faculty will describe students at this level as benefiting from the Butterfly structure, with adults providing frequent prompts and structuring interventions to support the student in maintaining Apprentice and Challenger objectives.

Butterfly 3

All incoming students start at Butterfly 3. After a semester of acclimation if a change in level is warranted it will be made for billing purposes. Butterfly 3 offers specialized practices in all curriculum areas are geared to the practice of primarily Apprentice objectives. Individualized learning modifications are offered within interactive, small group instructional settings. The faculty and student relationship is described as master to apprentice. Psychological support is provided through coaching groups, through specific liaison with parents and ancillary professionals, and through the Integrated Learning Practice (ILP) schedule of individual and group meetings. Individual support will be provided on an as-needed basis, which is expected to be somewhat often. Faculty will describe students at this level as benefiting from the Butterfly structure, with adults taking primary responsibility for managing the set of practices and faculty teaching and structuring strategies for maintaining the student’s participation. 

*On occasion, students will present upon admission with transitional goals from in-patient, residential placement, rehabilitation programs or students may present unusually complex developmental and medical issues. Serving these students will require enhanced clinical liaison with community professionals and frequent one-on-one support for advancement of Novice and Apprentice objectives. All aspects of Butterfly programming are assumed to be situationally available to these students. These additional services are available at an additional tuition cost. Please, contact the admissions office for more details. 

The Transition Services Program:

The Transition Services program is directed toward transition to adult -related competence. Individualized learning plans will be developed and practiced to support ongoing academic growth, employability training, and transitional readiness. Students will receive support to enter into academic and vocational training programs at Monarch and beyond the Monarch School setting. Through participation in Integrated Learning Practice (ILP) classes, an individualized, objectives-driven program (a life plan path) will be developed that applies to all arenas of student functioning.

Transition Services 1

Programming is directed toward providing the partial supports that some students need in their transition to adult –related competence. Students functioning within the TS 1 settings will have a mix of Challenger and Voyager objectives and developmental achievements. They will be maintaining relatively independent enrollment in vocational and educational settings and they will have maintained that level of participation across at least a semester of TS 2 supports. Through participation in Integrated Learning Practice (ILP) classes, students will be implementing their life plan path objectives. Faculty will describe TS 1 students as needing and using mentoring more than supervision and direction. Students will no longer need full day engagement, monitoring or coaching from the Monarch faculty.  

Transition Services 2

Programming is directed toward transition to adult -related competence. Students functioning within the TS 2 settings will have a mix of Apprentice, Challenger, and Voyager objectives and developmental achievements. The TS 2 program is directed toward success in settings beyond the Monarch day program. Individualized learning plans will be developed and practiced to support ongoing academic growth, employability training, and transitional readiness. Students will receive support to enter into academic and vocational training programs at Monarch and beyond the Monarch School setting. Through participation in Integrated Learning Practice (ILP) classes, an individualized, objectives-driven program (a life plan path) will be developed that applies to all arenas of student functioning. Faculty will describe TS 2 students as benefiting from and accessing Monarch methodology and structure in pursuit of transition to adult -related competence. Arrangements can be made at an additional fee for extension of these TS components for portions of the summer.

Transition Services 3

Programming is directed toward transition to adult -related competence for adolescents and young adults. Students functioning within the TS 3 settings will have a mix of Novice and Apprentice objectives and developmental achievements. The TS 3 student is directed toward success in settings within the Monarch day program. Individualized learning plans will be developed and practiced to support ongoing academic growth, employability training, and transitional readiness. Students will receive support for entering into academic and vocational training programs at Monarch. Through participation in Integrated Learning Practice (ILP) classes, an individualized, objectives-driven program (a life plan path) will be developed that applies to all arenas of student functioning. Faculty will describe TS 3 students as benefiting from and accessing Monarch methodology and structure in pursuit of transition to adult -related competence. Arrangements can be made at an additional fee for extension of these TS components for portions of the summer.

Residential Programs: 

Butterfly Transition Services Home Living

As a component of the Butterfly program, the Transition Services experience is geared toward the establishment and achievement of Novice, Apprentice and Challenger objectives within a residential setting to develop a realistic young adult repertoire of personal and community competence skills and responsibilities. Psychological and life coaching support is provided through an Integrated Learning Practice (ILP) schedule of classes, individual meetings and in liaison with families and Monarch Transition Services faculty. Faculty will describe students participating in this component of the Butterfly program as benefitting from round the clock intensive practice and structure in order to develop the set of skills and competences necessary to live apart from their parents or guardians. Transition Services staff collaborate and co-program with the Butterfly Integrated Learning Practice (ILP) program and its coaches to operate a seven days a week residential practice zone for achievement of predominantly Apprentice level objectives. In some extenuating circumstances, there may be additional fees for additional faculty supports.

Transition Services Home Living

The Transition Services experience is geared toward the achievement of Apprentice and Challenger objectives within a residential setting to develop a realistic adult repertoire of personal and community competence skills. Psychological and life coaching support is provided through an Integrated Learning Practice (ILP) schedule of classes, individual meetings and in liaison with families and Monarch Transition Services faculty. Transition Services faculty collaborate and co-program with the Butterfly Program Integrated Learning Practice (ILP) program and its coaches to operate a seven days a week residential practice zone for achievement of Apprentice and Challenger level objectives. Faculty will describe students participating in this component of the Butterfly program as benefiting from practice living in a small community, with Monarch faculty presence, in order to develop the set of skills necessary to live apart from their parents or guardians.

Transition Services Apartment Living

The Transition Services apartment experience is geared toward the maintenance of Challenger and Voyager objectives within a group apartment setting to practice a realistic young adult repertoire of personal and community competence skills and responsibilities. The faculty will collaborate and co-program with the Transition Services Integrated Learning Practice (ILP) coaches to operate a seven-days-a-week residential practice zone for achievement of Challenger and Voyager objectives within the Monarch Four Core Goals to help young adults integrate employment, education and community living competence.

Transition Services Case Management

Individuals who live outside their parents’ home in another home or an apartment may benefit from having a consistent mentoring time with Monarch staff to support independent living plans and competence. Case management provides coaching on all aspects of living, employment and education, on a supportive schedule of “drop – in” appointments. All case management individuals are included in the social and cultural life of the Transition Services community and are invited to participate in community meals and events on the social calendar.

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