Special Education Programs

Academic Support Program

Our Academic Support Program is designed to provide a range of services to support students in accessing
and meeting the curricular demands of the general education classroom. Specific services include, but are
not limited to direct, specialized instruction in reading, mathematics and written language, both within
grade level classrooms and in Learning Centers. Academic Support services provide students with support
and assistance in developing organization skills, executive function skills and study skills. Small group
instruction and individualized instruction are used to assist students in achieving individual student IEP
goals. Academic Support Services are delivered by Special Education Teachers, both in the general education classrooms
and learning centers.


This highly individualized program primarily supports students diagnosed with Autism,  Communication Disorder and/or Neurological Disorder.  Students in these classrooms require highly individualized programing in academic and social pragmatics.  These students receive related services that may include Occupational Therapy, Physical Therapy, Assistive Technology and Speech and Language.  Students participate in general education classrooms with support, accommodations and/or modifications.In addition, our ACCESS teachers at Country School, Field School, Middle School, and High School provide behavioral consultation to their schools.


Bridge is a program for students to aid in their transition back to the high school after a hospitalization, for an extended evaluation, or for students facing emotional and/or social stressors that require a more structured therapeutic environment.  Bridge is also used as a home base for students who require this level of therapeutic support on an ongoing basis.  Students in Bridge are accessing the general education curriculum to varying degrees with varying supports.  Each student’s schedule has been altered on an individual basis to increase the likelihood that they are able to meet the demands of their classes and remain in an emotionally healthy state.  Some students access it once a day and others access the Bridge classroom many times in a day for academic and emotional support.  Bridge supports both students on Individualized Educational Plans (IEP) and students who are not identified with a disability.  Bridge is staffed by both a counselor and a special education teacher to support the individualized needs of students.


The COMPASS Program is general education program designed to support students with their reentry to school after an extended absence or hospitalization. Supported by an adjustment counselor, COMPASS works with students, their teachers, parents, and outside service providers to form individualized program goals, progress markers, and ensure a collaborative approach to support services. While each student’s time in COMPASS varies depending on a number of factors, students will typically spend 6-8 weeks affiliated with the program.COMPASS is staffed by an adjustment counselor, learning assistant(s), and clinical intern(s). The program also has consultation from the district psychologist.


GOAL, short for getting organized for academics and life,  is a Weston High School program for students with complex learning and social profiles that educates students from high school to the age of 22.  This includes all aspects of transition planning(community, education, and employment).  In addition to academic curriculum students learn vocational and community skills in a small instructional setting.


There are language-based programs at all levels, from Grade 2 through High School.  Students who receive services in these programs have a language-based learning disability, most often dyslexia.  As a result of their disability, these students require highly specialized instruction, primarily in reading, writing, and math but may also require support for science and/or social studies.  Many of the students in the programs require from instruction in research-based, highly-structured reading programs, including Orton -Gillingham or Wilson.

Weston Windows (Integrated Pre-K)

Weston Windows, our integrated preschool program for students aged 3-5, provides a comprehensive range of services within a consistent, structured and supportive environment. Families may apply to have their preschoolers join our program throughout the school year. Children who have received early intervention services are referred by Riverside Community Care when they are close to turning three years of age. We work closely with Riverside Early Intervention (EI) and parents/guardians to ensure a smooth transition into our integrated preschool program. Weston Windows welcomes all students, and each of our preschool classrooms is staffed by a master’s level special education teacher certified in early
childhood special education along with teacher aides, and learning assistants. In addition, Speech Language Pathologists, Occupational therapists, Physical therapists, school psychologists, adjustment counselors, and board-certified behavior analysts (BCBAs) are part of the preschool interdisciplinary team and provide