+ In The Classroom
Once enrolled in The Chrysalis program, your child is placed in a self-contained cohort of students with the same set of professional educators for most of the day. Chrysalis classrooms are organized by wings, placing several classrooms at similar levels of development in proximity to one another. This allows for meaningful and frequent planned interactions between classrooms to enhance social development alongside academic achievement.
Each student is assigned a multidisciplinary team comprised of professional educators, therapeutic faculty, and multi-disciplinary therapists. This team develops relationship-based behavioral and learning plans for each and every student,along with tracking and reflection systems to support the individual student’s growth. Professional educators refer to the Texas State Standards when planning learning experiences for the students.
Our low student-to-teacher ratio, multiple types of learning opportunities, and use of the gradual release model to meet every child where they are is key. This method supports us in providing each learner meaningful and enriching experiences to make progress and scaffold more challenging tasks within the Four Core Goals™
+ Self Awareness and Self Regulation
In the Chrysalis program, students are encouraged to identify their own strengths, weaknesses, and affinities. One example of this is putting together an All About Me book. Students also learn how to regulate themselves by formulating a toolbox of self-regulation strategies. These “tools” are used in school and shared with parents for use at home
Frequent and purposeful movement is also a pivotal part of the regulation plan. Students have some structured movement for the purposes of socialization and regulation. Movement in our environment is varied and supported by many interesting facets of our greater community both outside and in.
+ Academic Competence
Evidence-based academic interventions are used to individually address specific needs a child may present. Assessments (orally or written) are provided one on one to determine the level of independence and where instruction should begin. The learner’s needs are addressed through individualized instruction, small group lessons, independent practice, computer-based instruction, and homework as appropriate for each child. It is also critical that areas of strengths and affinity are encouraged. Often the motivation for the remedial instruction comes from harnessing these strengths and affinities within the work. Project-based learning and enrichment activities provide opportunities for learners to showcase and build up their talents. Work is given contextual meaning by way of community jobs and service projects; benefitting the local Monarch community or the larger community off campus.
Professional educators collaborate with a therapeutic faculty member and the therapy services team and parents for each student to create towards the student’s Therapeutic Education Plan. This plan is shared quarterly with parents to show student progress.
+ Executive Functioning
In the Chrysalis program, we encourage learners to learn about past, present, and future-based thinking with intentional and direct support.
To support this, we offer the following:
• Past thinking = coaching and reflection activities planned regularly throughout the day
• Present thinking = visual tools and mindfulness strategies
• Future thinking = preview strategies such as social stories, schedules, and calendars
Time, modeling, and practice are provided throughout the year for students to work on organizational skills and apply them daily.
Starting at age 12, students become part of our employability program, Beyond the Horizon, by participating in an interest inventory to explore and develop possible future careers.
+ Relationship Development
Our motto is that Relationships are Everything!
The Chrysalis program promotes relationship development with individual students and groups of students through guided practices. This can include daily guided social partners, therapeutic social groups, planned enrichment groups, and special community gatherings. The ultimate goal is to acquire social skills and to have meaningful relationships with adult mentors and peers.
The relationship between home and school is a key part of our communication and the connection back and forth is part of daily lessons and exchanges.
+ Potential for Progress
We believe in every child and provide many opportunities outside of the Chrysalis building to enrich the potential for progress. Some examples are classes in the Life Academy, field trips, speakers and more. As appropriate for each student, there are opportunities for a broader experience within Monarch. The Bridge Program and/or Butterfly program serves students when they are ready to transition out of the Chrysalis Program, allowing for a more traditional Middle and High School experience.