The Oaks at Chelsea School is a specialized, small-cohort program for students who benefit from Chelsea’s college-preparatory, literacy-focused educational environment while also needing intentional support with social communication, social-emotional development, executive functioning, and adaptive skills.

The Oaks is designed primarily for students with Autism Spectrum Disorder who have lower to moderate support needs and can participate in a structured, diploma-track school day. The program may also be appropriate for other neurodivergent students whose primary area of need includes social-pragmatic communication, peer relationships, flexible thinking, or navigating the social demands of school.

The Oaks is not a separate school or a one-size-fits-all placement. It is programming within Chelsea School: students receive individualized support in a smaller, highly structured setting while participating in the academic, social, and extracurricular opportunities that make Chelsea a connected school community.

A Coordinated, Individualized Approach

Students in The Oaks receive a thoughtful combination of academic instruction, social-pragmatic support, counseling, and related services based on their individual learning profile and IEP goals.

Support may include:

• Small classes and individualized instruction in a structured, supportive environment

• Literacy intervention, including multisensory and research-based reading instruction

• Social skills and pragmatic-language instruction embedded throughout the school day

• Counseling services that support emotional awareness, coping strategies, self-advocacy, and problem-solving

• Speech-language therapy

• Occupational therapy

• Collaboration among classroom teachers, counselors, speech-language pathologists, occupational therapists, families, and outside providers when appropriate

• Opportunities to practice skills with peers through classroom activities, peer groups, clubs, athletics, enrichment, and the broader Chelsea community

Skills Students Develop

The Oaks helps students build the academic, social, emotional, and practical skills needed to participate more independently in school and prepare for life after graduation.

Students may work on:

• Communicating needs, ideas, and emotions effectively

• Starting, maintaining, and ending conversations

• Reading nonverbal communication and social cues

• Taking turns, listening actively, and participating appropriately in groups

• Building and maintaining peer relationships

• Understanding different perspectives and responding flexibly to unexpected changes

• Managing stress, frustration, and social anxiety

• Using coping strategies and asking for support appropriately

• Strengthening planning, organization, time management, and task initiation

• Developing self-advocacy and increasing independence

• Navigating classroom expectations, community settings, and extracurricular activities

• Practicing adaptive living, transition, and life skills appropriate to each student’s developmental level

Who May Be a Good Fit

The Oaks may be a good fit for a student who:

• Has a diagnosis of Autism Spectrum Disorder or another neurodivergent profile with significant social-pragmatic needs

• Can benefit from a small, structured, relationship-based school setting

• Has literacy-based learning needs and can access a diploma-track academic program with accommodations, modifications, and specialized instruction

• Is ready to participate in a classroom community and learn alongside peers

• Benefits from direct teaching and guided practice in social communication, emotional regulation, executive functioning, and independence

• Can participate safely in a school day without the need for intensive behavioral intervention, physical restraint, or a dedicated one-to-one aide

• Is able to make progress with the level of support available through The Oaks and Chelsea School

A diagnosis alone does not determine eligibility. Chelsea considers the whole student, including academic records, evaluations, IEP documentation, social-emotional needs, communication profile, behavioral history, and readiness to participate in the school community.

Important Considerations About Fit

The Oaks is designed for students who can benefit from targeted social-pragmatic, academic, counseling, speech-language, and occupational-therapy support within a structured school environment. It is not intended to replace a therapeutic day school, a highly specialized self-contained placement, or an intensive behavioral program.

The Oaks is generally not the best fit for students who:

• Have ongoing, significant behavioral concerns that substantially interfere with learning, peer safety, or participation in the school day

• Require a dedicated one-to-one aide in order to access instruction or remain safe and regulated

• Need frequent crisis intervention, intensive behavior support, or physical holds/restraints

• Are transitioning from a highly self-contained program and continue to require a substantially higher level of adult support, supervision, or specialized programming than Chelsea can provide

• Have significant communication, cognitive, adaptive, or behavioral needs that require a more intensive therapeutic or self-contained educational setting

• Are unable, at this time, to participate safely and productively in a small-group classroom environment

We recognize that each student’s needs are unique. When The Oaks is not the right placement, Chelsea will communicate that decision thoughtfully and respectfully, with the goal of helping families identify an environment that can best support their child’s growth.

Admissions and Eligibility

Admission to The Oaks begins with admission to Chelsea School. Students must meet Chelsea School’s admissions requirements and be determined to be an appropriate match for the academic, social-emotional, behavioral, and support structure available through The Oaks.

As part of the admissions process, Chelsea may review:

• A completed admissions application

• Psychoeducational, speech-language, occupational-therapy, and other relevant evaluations

• Current and prior IEPs, 504 Plans, progress reports, and school records

• Academic achievement and literacy data

• Social-emotional and behavioral information

• Family and student interviews

• A shadow visit or student visit, when appropriate

Admission decisions are made individually. Acceptance to Chelsea School does not automatically guarantee placement in The Oaks; placement is based on a careful review of whether the program can meet the student’s documented needs and support meaningful progress

For more information, please contact Chloe Grayson, Director of Admissions at cgrayson@chelseaschool.edu.