Atlas Program

Vision

The vision of the Atlas program is to model and teach students lifelong independent living skills, communication skills, and social and behavioral regulation in order to be productive members of their school and community. In the Atlas Program, students feel a sense of safety, comfort, and belonging in order to practice lagging skills in a quiet, calm environment surrounded by supportive staff before navigating independently in the general education setting. Like a map that helps you find your way, Atlas is designed to guide students toward greater independence in school, in their community, and in life beyond graduation.

Program Description

The Atlas program provides each student with the individualized instruction, support, and services needed to access the general education setting to increase independence, provide social interaction, and when appropriate, academic opportunities with peers.

Staff use evidence-based strategies and draw on each student's strengths to guide their growth. Services focus on highly structured, individualized programming in:

Communication and language: building conversational skills, expanding vocabulary, and increasing flexibility with language
Emotional and behavioral regulation: learning to recognize and manage feelings and responses in everyday situations
Sensory development: activities that support sensory processing and help students feel ready to learn
Social skills: developing the ability to connect with peers and navigate social situations
Pre-academic and academic skills: accessing learning at each student's individual level
Transition and Life Skills (at the secondary level): preparing for independence, employment, and community participation

Students in the program have unique needs that may or may not include cognitive impairments and most have significant needs in the areas of social, emotional, sensory, and behavioral development and regulation. Students typically receive specialized educational services for more than 60% of their school day. Staff focus on individual students’ positive attributes and strengths to assist in developing proficiency in skill areas, accessing the community, preparing for life after high school, and daily living skills.

Service Delivery Model and Staffing

A full continuum of services is available and provided as indicated on a student’s IEP. Services may be delivered in a variety of ways, including individual and small group instruction in the center-based classroom for all or part of the school day, as well as specialized educational support being provided within the general education setting.

Each Atlas center-based program classroom consists of approximately 6-8 students with one licensed special education teacher and paraprofessional support. Additional services and supports are available based upon the student’s Individualized Education Plan goals and needs. Related services staff and supports that may be provided as determined by student need include but are not limited to: occupational therapists, speech/language pathologists, school psychologists, social workers, developmental/adapted physical education teachers, behavioral strategists, job coaches, work experience coordinators, and school nurses.

Placement

For placement in a center-based program, such as Atlas, students must be eligible to receive special education services. Placement in Atlas is always an IEP team decision, made collaboratively by families, educators, and specialists. All district center-based programs are multi-categorical based on student needs. This program primarily serves students who have qualified for special education services under the categories of Autism Spectrum Disorders (ASD) or Other Health Disabilities (OHD).

Before a referral is made, the school team works to provide additional support and interventions within the student's current environment. If those supports are not sufficient to meet the student's needs, a referral may be initiated. Placement decisions are guided by current evaluation data, the student's IEP goals, and a careful review of the least restrictive environment that will best support the student’s growth and success.