Why Lang?

The student-teacher ratio is up to 12 students and two teachers for elementary and middle school. For our high school, the student-teacher ratio is up to 12 students with one teacher.

Our students: Cognitive subtest scores are often in the superior or high average range with significant discrepancies between strengths and areas of relative challenge; anxiety, executive function, and writing challenges are common; physical and verbal aggression are uncommon; a preexisting area of passion and commitment is generally present; good-fit student applicants are socially motivated and ready for a rigorous and supportive classroom-based education.

Cross-curricular MESH™ (Math, Engineering, Science + The Humanities)framework combined with curated Common Core Standards and STEM & STEAM approaches.

 

Differentiated classroom-based program: Teaching teams collaborate with staff developers and learning specialists to tailor both curriculum and instruction to students. Students can be accelerated in certain academic areas.

Lang-Guiding-Principles-TITLE-2

Lang’s home at 26 Broadway has two floors; gym, hallway break nooks, music studio, sensory gym, science lab, makerspace/art room, and a dedicated entrance and elevators.


Our Master’s level teachers are trained in special and gifted education.

Academic & Support: Doctoral-level school psychologist team, Orton Gillingham trained and certified teachers, college counseling team, learning specialists, speech language pathologists, and occupational therapists. 

Research-based practices: Olweus Bullying Prevention Program, Positive Behavior Interventions, Collaborative & Proactive Solutions, Zones of Regulation, Mindset & Grit. Executive functions development: Staff members embed elements of OTMP (training program across four areas: managing materials, tracking assignments, time management, and long-term planning) into students’ daily routines and content instruction; tools employed daily are checklists, specialized paper planners, and Google Classroom.

Literacy methodologies: Orton-Gillingham, Fountas & Pinnell, Self-Regulated Strategy

Development (SRSD), Teachers College Reading and Writing Workshop (TCRWP). 1:1 Empirically validated interventions: Reading and writing, speech therapy, OT, school psychology, guidance counseling, and social-emotional learning (SEL). 1:1 support can evolve, shift, and fade as a student develops self-regulated learning and increased independence. 

Talent Development Program: Draws upon and develops student passions, with domains wide-ranging and individualized to the skills that a student wants to explore further.

Push-in, weekly support of school psychologists and speech-language pathologists for group work promotes the development of social skills and pragmatic language skills. 

WHAT LANG PARENTS SAY…

“Lang is a life saver. They recognize our child’s strengths and build on them. They recognize his areas of challenge and help him work on those.They’ve created a safe space that he looks forward to going to every day. It is better than we ever hoped for. It has changed all of our lives.”

frieda.jpeg

What we do.

1.

We nurture the purpose, passion, talent, and exceptionality of each student.

 

2.

We provide structure and support for the exploration of deep questions and the having of wonderful ideas, both of which lead to the development of each student’s unique gifts.

 

3.

We center student self-awareness to develop self-regulation skills in the social-emotional, behavioral, sensory/physical, and academic learning domains.

 

4.

We recognize that each learner has their own launch point and journey toward mastery in each subject.

 

5.

We develop for each learner a tailored toolkit for independence and self-advocacy so that learners are empowered to own their impact

 

6.

We cultivate partnerships with students and their families that leads to a renewed trust in the possibility of school as a place for authentic learning, success, and inspiration.

How we do it.

1.

We value civility, self-reflection, growth-mindset, and community as central to the learning experience as our teachers lean into challenges, own their impact, and speak up and stand up for equity and social justice in order to model these core practices for learners.

2.

We center each student’s need for enrichment, acceleration and remediation in our robustly differentiated academic and social-emotional learning program so every student encounters a learning experience that fits.

 

3.

Our integrated curriculum develops in students a critical, speculative lens that provides for multiple points of inquiry, invites varied perspectives and brings values and ethics into focus.

4.

Our rigorous, classroom-based learning builds foundational skills and knowledge and integrates small group and  1:1 support to meet  the unique needs of each of our our twice-exceptional learners.

5.

We surface and stoke passions, provide structure and viability for big ideas, instill a sense of purpose and commitment, and, ultimately, develop gifts that grow the inspiration of tomorrow's innovators and thought leaders

6.

Collaboratively created, concrete student goals are monitored through regular self-reflection and teacher feedback that seeks to increase each learner’s awareness of and connection between thoughts and actions. 

What this means for our learners.

1.

They are supported academically, socially, emotionally, and kinesthetically and are empowered to take ownership of their learning goals and routines.

 

2.

Students discover a learning cycle defined by exploration, "falling in love," and commitment connected to extensive hard work.

3.

They develop their critical thinking and questioning skills to explore varied areas of inquiry and to make connections across subject domains.

 

4.

They develop and refine their executive functioning skills to manage materials, track assignments, manage time, and engage in long-term planning. 

 

5.

They gain skills to consciously identify their emotions and manage their actions, which in turn leads to increased self-regulation, decision making, problem-solving, and conflict resolution skills.

 

6.

They have a voice and a say in how their strengths and challenges are understood and addressed and this models for them constructive approaches to engaging with others.