Specialized Programs

Preschool

The Andover Public Schools Preschool Program is an inclusive, multi-sensory pre-kindergarten program that serves both children with special needs and typically developing children from Andover.

Bridge Autism Program              

The Bridge program is located at Shawsheen (PreK), West Elementary School (K-5), West Middle School (6-8), and Andover High School (9-12). 

The Bridge program utilizes the principles of Applied Behavior Analysis (ABA) in the development of individualized programming for students. Teaching formats can involve 1:1, 1:2, and/or small group instruction. Evidence-based instructional strategies include, but are not limited to, discrete trial training (DTT), natural environment training (NET), antecedent based interventions, functional communication, modeling, positive behavior support, errorless learning, data driven behavior plans, social skills training, and task analysis of complex skills. Program components include academics and functional academics, daily/independent living skills, peer mentoring, and travel training.

Excel Program                            

The Excel program is located at High Plain Elementary School (K-5), Wood Hill Middle School (6-8), and Andover High School (9-12).

The EXCEL program is a sub-separate program that serves students who require individualized and specially designed instruction in order to access modified curriculum consisting of entry points and access skills aligned to the Common Core Standards in their respective grade levels. The EXCEL program utilizes evidenced based, specially designed curriculum and instruction in the development of academic learning materials for all students. Academic instruction is presented in a myriad of formats that can include but are not limited to: 1:1, 1:2, small group (1-5 students), and large group instruction (7 or more students). Program components include daily/independent living skills, travel training, and peer mentoring.

Language-Based Learning Disability Program                 

The Language-Based Learning Disability program is located at Bancroft Elementary School (2-5), Doherty Middle School (6-8), and Andover High School (9-12).

Andover Public Schools offers developmentally appropriate language-based programming for students in grades 2-12. The language-based program is an instructional model designed solely for students with a specific learning disability in reading (dyslexia) that is characterized by difficulties with accurate and/or fluent word recognition and poor spelling. Through a language-based team teaching approach, consistent instructional methodology is integrated in both small group language-based core curriculum and grade-level general education language-based partner classrooms.

Specialized, small group reading instruction is individualized. The overall goal of the language-based program is to develop language and literacy skills and strategies while providing supported access to grade-level curriculum. The intensity of language-based instruction fades over time as a student's skill set, personal learning awareness, and academic independence increase.

Sail

The SAIL program is located at Wood Hill Middle School (6-8) and Andover High School (9-12).

Andover Public Schools offers developmentally appropriate programming for students in grades 6-12. SAIL is an instructional program for students with global language disorders in the context of below average reasoning abilities. The program offers a combination of services that include instructional methodologies ranging from integrated small group core curriculum to grade-level general education classroom instruction with a high level of support. All students in SAIL receive daily small group academic support. The overall goal of the SAIL program is to develop social, academic, and language skills to facilitate independent learning and self-advocacy.

T3/SSP

T3/SSP is located at Bancroft, High Plain, and South Elementary Schools (K-5), Doherty (6-8), and Andover High School (9-12).

T3/SSP is a Special Education program for students with significant mental and behavioral health challenges that embraces the philosophy of an inclusion-based structure. There are some populations of students who benefit from a substantially separate program design (i.e. students with significant neurodevelopmental challenges); however, students with mental health challenges do not benefit from a base educational model featuring exclusion from the general student population. In particular, mental health symptoms in youth may present as higher impact compared to peers at baseline, with acute symptoms presenting more episodically. As such, in the context of chronic needs, there is variance in how debilitating a student’s challenges may be, and thus variance regarding academic impact. In addition, mental health challenges do not inherently correspond with cognitive dysfunction, though there may be comorbidities. This means that many students struggling with mental health symptoms do not have barriers understanding grade level academic content or generating adequate academic products. Rather, they have difficulties with the academic context, such as academic pressures, social and relational demands at school, emotional regulation, etc. In contrast, there are students who struggle both with mental health challenges and other challenges, such as learning needs or executive dysfunction. 

The T3/SSP Program design acknowledges the unique needs of this student population by providing a therapeutic wrapping around a student’s inclusive educational experience. Students maintain a regular daily schedule, just like their peers, and also have designated support times within which they receive therapeutic support, specialized instruction, and support related to academic development. The physical space and T3/SSP staff operate as a ‘home base’ for students, and each student has a customized experience based both on their general, global needs as well as their present needs. As such, the program design accounts for variance in students’ symptom presentations and the corresponding variance in educational impact.

Transition Learning Center (TLC)  

The AHS Transitional Learning Center (TLC) provides short-term intensive assistance to students enrolled at AHS who are returning to school after an extended absence due to psychiatric treatment or a medically related absence that requires social emotional support. To make the adjustment to a regular school routine as smooth as possible, the TLC provides the following short-term services in four key areas: 1) direct mental health supports to students; 2) academic coordination; 3) family engagement; and 4) care coordination. Of note, APS is a member of the BRYT network (Bridge for Resilient Youth in Transition), and this program utilizes the BRYT model for school re-entry and support.

Transition Opportunities Program (TOP)                  

This program is a partnership between Andover Public and North Andover Public Schools. Students from both communities attend together. TOP provides transition services to post-high school students between the ages of 18-22 who have not met the graduation requirements or accepted their diploma. Through a Person Centered Planning model and collaboration with community based resources and state agencies, TOP develops skills that meet the student's individualized goals around independent living, travel training and vocational development. Students may have the opportunity to have internships or jobs and participate in activities and courses at a local community college.