Lang School Enrollment

The Lang School currently serves 70 students across grades K-12. 26 student sare enrolled in our K-5 program and 44 students are enrolled in the 6-12 program.

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Does my child have to have an IEP to eroll?

While most students who enter The Lang School already have an IEP, an IEP is not required for admissions. An IEP will be developed for all enrolled students who enter the school without one.

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Contact The Lang School:

Phone: 212-977-7777 (main) 917-283-2471 (admissions)

Email: admissions@thelangschool.org

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A Brief History of The Lang School

 

The Lang School, located in New York City, was founded in 2009 by Micaela Bracamonte. Our school was established with a vision to provide an educational environment that specifically catered to the needs of twice-exceptional (2e) children—gifted students with learning differences. The Lang School was the first elementary school of its kind in the United States. Over the years, our school has grown into a K-12 program and has continued to shape its programs and practices to fulfill its mission of empowering our unique and exceptional learners.

 

The founding of The Lang School was inspired by Micaela Bracamonte's personal experience as a 2e learner and as a parent of 2e children. Though the school formally opened in 2009 in lower Manhattan, Micaela had, for several years prior, been organizing a home-school program in consultation with experts in the field designed to build upon her children’s precocious abilities and strengthen skills that were getting in their way. Recognizing the unique challenges faced by her  children and countless other students  and the lack of suitable educational options available, she set out to create a school that would address their specific needs. The school was named after an influential high school teacher, Cyril Lang, who insisted on teaching his tenth graders Aristotle and instilled in her a passion for education and advocacy.

 

In its early years, The Lang School operated as a small, independent institution, initially set up to serve a group of sixteen students. The school's philosophy engendered a design that provided a rigorous and child-centered education that integrated supports for 2e learners. The curriculum was designed to be empirically validated, meaning that instructional methods and interventions were based on research and evidence-based practices. See supplementary materials for examples.

 

As The Lang School gained recognition for its unique approach to educating 2e children, the demand for its programs grew. Originally located at 56 Reade Street, the school opened with two classes, K–2nd and 3rd–5th, each with eight students. The space was also shared with Quad Manhattan (now Quad Prep) that ran after school and weekend programs. The school quickly outgrew this space and moved to 11 Broadway. This new location provided sufficient space for up to 40 students and included a lobby/reception area, gym and Lab/Maker Space with several nooks and break out spaces. There were six classrooms all off of a common hallway and several offices for administration and specialists. During the 2020-2021 school year, the school moved to its current location at 26 Broadway; in the spring of 2023, the school acquired an additional 2000 square feet of contiguous space to support the growth of the upper school program. Contemporaneous with these moves, the school also continued to refine its curriculum and instructional practices to align with its mission and meet the evolving needs of its students.

 

Like schools around the country, The Lang school shifted to fully online instruction during the onset of the COVID 19 pandemic in 2020. The school devoted extensive technological resources and support for teachers and families to ensure that students would continue to receive the benefits of Lang’s highly specialized program.  

 

During this same time period, the school's commitment to fostering independence and self-advocacy among its students deepened and became a central aspect of its educational philosophy. As well, a renewed focus on social justice emerged from staff and school leaders alike. The Lang School recognized that empowering students to understand and own their impact would not only support their academic growth, but would also prepare them for their future roles as engaged and informed citizens. See supplementary materials for examples.

 

Throughout its 13-year history, The Lang School has continually sought to ensure that its offerings are aligned with its mission and philosophy. This commitment has led to the development of unique programs and practices that distinguish the school from others in the education landscape, such as: close collaboration between school psychologists, speech and language pathologists, occupational therapists, learning specialists and classroom teachers; Independent studies for students in the Middle and Upper Schools; End-of-year Round Table presentations in which students share and defend their work; and structures such as Case Conferences that strive to ensure a child-centered and individualized approach to teaching and learning, with an emphasis on nurturing purpose, passion, and talent.

 

As The Lang School has grown, it has also cultivated a strong sense of community among its major constituents, including students, teachers, parents/guardians, leadership, and trustees. The collaborative and inclusive culture of the school has played a crucial role in supporting the mission and creating an environment where all members feel respected, valued, and supported. 

 

The Lang School has grown from a small basement school serving two students to a thriving educational community that serves the unique needs of many 2e children. Through its commitment to its mission, the school has continuously adapted and evolved its programs, practices, and culture to provide a rigorous, supportive, and empowering educational experience for its students.

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Micaela Bracamonte is no longer affiliated with The Lang School. The current Head of School is Mark Otto.

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The Lang School is a 10-month school and does not provide a summer program. That said, the school does partner with other organizations who run programs using the school space during the summer months. Lang students may participate in these programs at a discounted rate.

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While the Lang school does not have its own buses, many students travel to the school on buses provided by the DOE. This travel accommodation is included as part of the student's IEP.

 

The school does not have a social worker, but school psychologists and the school guidance counselor provide related supports for students and families.

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The Lang School is not designed to support students with significant behavioral and emotional challenges especially where that manifests in phsycical and verbal aggression. The Lang School is not a therapeutic school.

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A Message from our Head of School

 

Dear Parents and Guardians,

 

As we embark on another promising academic year at The Lang School, I am delighted to take this opportunity to highlight the significance of our Parent/Student manual and the ways it will support and strengthen our entire school community.

 

The Parent/Student manual is a valuable resource that encapsulates the shared vision, values, and guidelines that govern our school. It is designed not only to inform you about our policies but also to create a collaborative and supportive partnership between the school and our families.

 

Clear Communication and Understanding: The manual acts as a bridge, fostering clear communication and understanding between the school and our families. By familiarizing yourself and your child with its contents, you will have a comprehensive understanding of our school's mission, curriculum, expectations, and procedures.

 

Creating a Safe, Inclusive and Nurturing Environment: Your active involvement and cooperation in adhering to the guidelines outlined in the manual contribute to creating a safe and nurturing environment for all our students. Together, we can ensure that our school remains a place where every child feels valued, supported, and empowered to thrive.

 

Promoting Positive Partnerships: We firmly believe that education is a partnership between the school and our families. The manual outlines ways in which you can actively participate in your child's learning journey, be it through communication with teachers, involvement in school activities, or participating in parent-teacher conferences.

 

Encouraging Student Success: The manual not only addresses school policies but also emphasizes the importance of parent/guardian involvement in supporting your child's academic and personal growth. When we work together and align our efforts, we enhance the potential for your child's success and well-being. 

 

Navigating Challenges: We understand that challenges may arise in a child's educational journey. The manual provides insights into how we address and resolve issues in a fair and constructive manner. By collaborating openly and respectfully, we can navigate challenges together and find the best solutions for our students.

 

I urge each parent and guardian to take the time to review the Parent/Student manual carefully. Embrace it not as a mere set of rules but as a roadmap for fostering a positive and enriching educational experience for your child.  This manual will serve as a guide through June 2024 but we will review it at the midpoint of  the year in case adjustments need to be made and shared with you.  It may not cover every detail of every situation, but should serve as a guide.  It will be important that every family also reviews this with your children.

 

If you have any questions or require further clarification on any aspect of the manual, please do not hesitate to reach out to our leadership team. We value your feedback and encourage open dialogue as we work hand in hand to create an outstanding learning environment for our students.

 

I extend my sincerest gratitude for entrusting us with your child's education. Together, let us make this academic year at The Lang School one of growth, discovery, and shared success.

Thank you for your unwavering support and commitment to our school community.

 

Warm regards,

 

Mark Otto

Head of School

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The Lang School Leadership Team Whom to Contact

 

Timon Lorenzo

Director for Operations & Administration

timon.lorenzo@thelangschool.org 

• Covid / Health & safety information

• Busing Issues

• Lost student items

Reid Kuioka

Director for Enrollment & Systems Development

reid.kuioka@thelangschool.org 

• After-school Programming

• Re-enrollment Contracts

• Student documents & reports for attorney

Mark Silberberg

Director for Admissions & Strategic Initiatives

mark.silberberg@thelangschool.org 

• Referrals of new families to Lang

• Offer to speak with / chaperone new & prospective families 

• Additional contact for any transitioning to Lang issues for new families

• Thoughts/ideas on how to best tell the Lang story

Lauren Carey

Director for Teaching and Learning

lauren.carey@thelangschool.org 

• Questions about instruction and/or curriculum

• Middle School Classroom support

• Teacher supervision

Judy Nussbaum

Director for Clinical Services

judy.nussbaum@thelangschool.org 

• Questions about Special Services / Providers

• Questions about IEP / Neuropsych Implementation

• Support for DOE / Hearing Process & Materials 

• Support team supervision 

Maria Velonakis

Controller

maria.velonakis@thelangschool.org 

• Financial / Billing Questions

• Carter / Connors Tuition Schedule & Funding 

• Tuition affidavits for attorney

Wendy Rissmeyer

Executive Assistant to the Head

wendy.rissmeyer@thelangschool.org 

• Schedule an appointment with Mark

• Parent Association liaison

• Submissions for Thursday’s “Looking Forward”

Jeffrey Galaise 

Senior Director for School Culture, Academics, & Innovation

jeffrey.galaise@thelangschool.org 

 

• Multi Tiered systems of support and Intervention systems

• Lower school classroom support

• Diversity, equity, inclusion and belonging

• Staff supervision

 

Mark Otto

Head of School

mark.otto@thelangschool.org 

• Here to support your family & child 

• Support your communication with Lang’s leadership team

• Connection to NYSAIS Schools and NAIS Information

• Representative to the outside community

• School Perspective to the Board

Front Desk / Andel Khadaroo

front.desk@thelangschool.org 

• Absence / Running-Late / Leaving Early 

  • (Please also email/cc reid.kuioka@thelangschool.org and advisor/homeroom teachers)

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Student Rights and Responsibilities

 

Freedom of Expression

 

Any form of expression that involves libel, slander, the use of obscenity, or personal attacks, or that otherwise disrupts the educational process, is prohibited. All forms of expression must also be in compliance with the student disciplinary policy.

 

Student participation in school-sponsored publications is encouraged as a learning and educational experience. These publications, if any, shall be supervised by qualified faculty advisors and shall strive to meet high standards of journalism. In order to maintain consistency with the School's basic educational mission, school authorities have the right to oversee publications. No person shall distribute any printed or written materials on school property without the prior permission of the Head of School. 

 

Off-Campus Events

 

Students at school-sponsored off-campus events shall be governed by all the guidelines of the

School and are subject to the authority of school officials. Failure to obey the lawful instructions

of school officials may result in a loss of eligibility to attend school-sponsored off-campus

events and/or additional disciplinary measures in accordance with the student disciplinary policy.

 

Child Abuse and Neglect Policy

 

According to New York State law, all adults in the school building are mandated reporters of

suspected child abuse immediately by telephone to the New York Central Registry. A formal

written report (Form DSS-2221A) must follow this telephone call to the Student Protective

Service office within 48 hours.

 

Standards of Student Behavior 

 

The Lang School’s standards of student behavior outlines staff behavioral expectations of students across grades before, during, and after school hours when students are involved in a school-sponsored or school-supervised activity on or off campus. Please review these expectations with your child as home-school reinforcement will increase student investment in our standards of student behavior.

 

Safety

 

School-appropriate language is encouraged (e.g., cursing is prohibited, as are gratuitously provocative comments). Physical aggression is prohibited, as is virtual/pretend use of weapons; similarly, uninvited physical contact or communication (in person or virtual) with peers that could be described as sexual harassing/bullying in nature is prohibited.

 

Civility

 

Bullying, harassment and intimidation (e.g., physical, verbal, relational – intentional or not) is prohibited.  

 

Harassment is verbal, physical, or technological (i.e. social media) conduct that is based on a protected class and is so severe or pervasive that it has the purpose or effect of unreasonably interfering with an individual's educational program participation or that creates an intimidating, hostile, or offensive educational environment.

 

Harassment undermines the sense of safety and support that every member of the community is entitled to feel. Thus, we cannot tolerate harassment in any form. Harassment includes, but is not limited to, unwelcome and offensive behavior that intimidates or demeans an individual or group based upon gender, race, national or ethnic origin, birthplace, ancestry, color, religion, age, disability, sexual orientation, or membership in any other legally protected group.  Stereotypes or insults related to a legally protected group of people can be offensive or demeaning, even if they do not occur in front of members of the group. Harassment includes overt physical, spoken, or written acts, as well as less obvious forms, such as innuendo and inappropriate humor. Email and text messages and electronic postings can also constitute harassment.

 

“Bullying,” including “cyberbullying,” means any severe or pervasive (repeated over time) physical or verbal act or conduct, including communications made in writing or electronically (i.e., cyberbullying), directed toward a student or students, that has or can be reasonably predicted to have one or more of the following effects:

1. placing the student in reasonable fear of harm to the student’s person or property;

2. causing a substantially detrimental effect on the student’s physical or mental health;

3. substantially interfering with the student’s academic performance; or

4. substantially interfering with the student’s ability to participate in or benefit from the services activities, or privileges provided by a school.

 

Bullying may take various forms, including without limitation, one or more of the following: cyberbullying, harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, ostracism, destruction of property, or retaliation for asserting, opposing or alleging an act of bullying. 

 

Cyberbullying means any act of bullying conducted through the use of the Internet, social media, networks, and other electronic communications.  There are many types of cyberbullying. Although there may be some of which we are unaware, here are the more common.

• Text messages – that are threatening or cause discomfort – also included here is “Bluejacking” (the sending of anonymous text messages over short distances using “Bluetooth” wireless technology).

• Picture/video-clips via mobile phone cameras – images sent to others to make the victim feel threatened or embarrassed.

• Mobile phone calls – silent calls or abusive messages; or stealing the victim‛s phone and using it to harass others, to make them believe the victim is responsible.

• Emails – threatening or bullying emails, often sent using a pseudonym or somebody else’s name.

• Chat room bullying – menacing or upsetting responses to children or young people when they are in a web-based chat room.

• Instant messaging (IM) – unpleasant messages sent while children conduct real-time conversations online using – although there are others.

 

Appreciation for Learning and Thinking Differences

In the Lang learning community, we would like to help students across grades (in partnership with parents and outside providers) develop an understanding of and respect for learning and thinking differences among peers. Our aim is to encourage self-awareness, mutual respect (or, at the very least, tolerance and civility), and self-advocacy among our students. This journey begins with an understanding of self, the difficulties we currently face, and the impact those difficulties can have on ourselves and others.

 

Parents/Guardians as Partners

Just as parents/guardians look to the School to provide facilities and the trained personnel that are essential to their child’s proper development, so the school looks to the parents/guardians to assume active responsibilities that cannot be delegated to others. 

 

No school can be singularly effective in teaching the virtue of honesty, respect for authority, consideration for the rights of others and property of others, and standards for personal morality and integrity unless these principles have been established, upheld and valued at home. Parents/guardians are asked to take an active role in their child’s whole education by cooperating with the following guidelines:

 

Parents/Guardians are expected to: 

• Recognize that the education of children is a joint responsibility of the parents/guardians and the School community.

• Ensure that children only bring items appropriate and related to the instructional program at the School.

• Know school and classroom rules and help their children understand them. 

• Convey to their children a supportive attitude toward education and the School.

• Build and maintain positive relationships with teachers, other parents/guardians, and their children’s peers.

• Help their children deal effectively with peer pressure.

• Inform school officials of changes in the home situation that may affect student conduct or performance.

• Insist their children be dressed and groomed in a manner consistent with the student dress code.

• Provide a place for study, and ensure homework assignments are completed.

• Review the handbook with their child.

• Keep up to date with evaluations, IEP meetings, outside provider supports, and recommendations from the School. 

 

School Culture

 

We believe that our 2e students learn best when their social-emotional needs are taken care of.  Our goal is to maintain a culture of mutual trust and positive attitudes that supports the academic and personal growth of students and adults. We feel that if preventative actions are taken to build community in the school, the negative behaviors will decrease. 

 

Your first two main points of contact should always be your child’s advisor/homeroom teacher or your child's school psychologist. 

 

Advisory/Homeroom Program

Lang is committed to challenging its students on many levels: to use their voices, work hard, think critically and participate within the school community as well as globally.  In order for students to achieve success, the faculty at Lang plans to provide a framework of support, maintain relationships with parents/guardians and stay on top of each student’s academic development. In advisory, students learn important social and academic skills.  Advisory serves to create a space for students to learn and grow. 

 

Advisors at The Lang School provide proactive, strategic, ongoing support to their advisees on a daily basis throughout the school year. Advisors serve as an “in-house advocate” for their advisees as they collaborate with their advisees’ school psychologist, school leadership, and other staff members. Advisors work to ensure their advisees’ team is effectively meeting all of the students’ academic and social-emotional needs across the school day. In partnership with  school psychologists, the advisors also bridge the communication between school and home by fielding questions/concerns/requests that parents and outside providers may have throughout the school year.

 

Our many goals for advisory group are:

• Provide restorative process for community issues

• Serve as a democratic process for decision making through student government

• Build school community

• Develop leadership skills in students

• Help students navigate the challenges of adolescence

• Explore ethical and moral dilemmas in and outside of the school community

• Increase student literacy

• Provide academic support

• Maintain relationships with parents/guardians

• Guide students toward transition readiness

• Help students plan for post-secondary options

• Provide structured opportunities for community service 

• Provide support and instruction for executive functioning

• Serve as an advocate and point for the student

• Portfolio support and student-led conferences

 

Advisory Morning Check In - Middle/Upper School - Time: 8:20 - 8:45

Each student will have a check in time listed on their schedule from 8:20 - 8:45.  The morning check-in is an ideal opportunity for advisors to provide some executive functioning and social emotional support to their advisees. They will not be marked late if they do not get to morning check in - it is simply to serve as a transition for students, not a barrier to get started for the day.

 

Curriculum & Instruction

 

The school’s curriculum is integrated across the subject domains of mathematics, engineering, science, and the humanities (including the arts). The framework focuses on integrating all strands of academic disciplines: from ELA to the STEAM fields (science, technology, engineering, arts, and math). The curriculum framework recognizes that learning and its associated technologies need to be driven by social goals and that innovation is ideally guided by lessons learned from history, philosophical study, and artistic and poetic exploration. 

 

As an organizing curricular structure, this framework recognizes that each learner has their own launch point and journey toward mastery in each subject. The framework’s implicit assumption is that even our youngest students have intellectual lives rich with complex concepts about how and why the world works as it does. Along with learning foundational skills, know-how (content area-specific practical skills), and know-what (content area-specific knowledge) in each course, all students explore how the unit's overarching questions intersect with that course’s content.  

 

We support, nurture, inspire, and challenge students as they journey from elementary through high school and as they become productive artists, writers, entrepreneurs, scientists, mathematicians, engineers, and all the other richly diverse roles we take on as adults in our work lives. Lang’s assumption is that school is our students’ first workplace and, thus, should be an examined and values-driven experience. True to an interdisciplinary approach, core skills like encoding and decoding, evaluating resources, and configuring and imagining the state of the physical world around us are taught throughout the curriculum and across subjects.

 

Teachers at Lang design their units of study using a backwards design process that starts with articulating what students will know, understand, and be able to do by the end of the unit. Additionally, unit design is grounded in the principles of Universal Design for Learning which assert that all students learn best when offered multiple ways to access information, engage in learning activities, and demonstrate their understanding. 

 

Lessons within a unit of study are carefully designed with the goals of the unit and the needs of individual students in mind. Teachers differentiate instruction according to student profiles so that every student is both challenged and supported across the school day.

 

In the Upper School, teachers provide course syllabi to students and families in the fall of each school year. Lower and Middle School teachers provide families with curricular updates via emails. The Upper and Middle school utilizes Google Classroom and Veracross as an online platform for many assignments.  

 

Homework

 

Homework is differentiated for individual students at the discretion of the teacher. We encourage families to communicate with teachers if their student is having difficulty completing homework within this recommended time frame. 

 

If students are having difficulty completing their homework, staff members are expected to communicate with the family, the homeroom teacher(s)/advisor(s), and the student’s school psychologist to inform them and discuss plans to support the student’s improvement. Individualized homework plans are developed for students if the need arises. The student’s homeroom teacher(s)/advisor(s), parent(s), and school psychologist collaborate with the student to develop the homework plan.

 

Homework is not assigned over school breaks or summer vacation however, independent reading should be encouraged during school breaks. Staff members provide summer reading lists for students in a variety of subjects and reading levels. 

 

Tracking Your Child’s Progress

 

Case Conferences

 

Staff members meet regularly to discuss our students proactively and holistically with all professional lenses. During this meeting, the team will assess the student's current functioning, identify performative strengths and lagging skills, and assess the student’s response to evidence-based practices being used. The team will establish action items and goals based on identified strengths and skills still in progress. Following each case conference, families will receive an email summarizing the findings of the team.

 

Academic Assessments and Tracking

 

We use a variety of research-based tools to assess students for the purposes of screening, progress monitoring and to inform instructional planning. Families in the Lower and Middle School can expect their child to be assessed in reading and math at least twice across the school year using one of the following assessment tools:

• Reading: Fountas and Pinnell (F&P), Teachers College Reading and Writing Project Running Records, and Literably 

• Math: iReady 

Additionally, students are assessed using a variety of differentiated assessment tools in all subject areas, formatively and summatively as part of each unit of study.

 

All 10th grade students at Lang take the PSATs. Upper School students take the SAT in their junior and/or senior year. Occasionally, the PSAT is given to students in the Middle School.

 

Teachers are expected to report weekly progress and grades in Veracross for families to review on Tuesdays.  

 

Acceleration and Remediation

 

Because of the diverse profiles of our students, at times it becomes necessary to accelerate or remediate for an individual student within a specific subject area. Often, needs for acceleration can be addressed through differentiation within a student’s current classroom setting. Sometimes, however, needs for acceleration or remediation may require additional services or a change of cohort. The protocol for considering services for remediation or acceleration is managed by the student’s team and can be initiated by any stakeholder. Students in need of acceleration will be considered for cohort change. Students in need of remediation will be considered for additional services.

 

Grading

 

Teachers base semester grades on assignments, participation, effort, and homework. Additionally, teachers write narrative summaries about student growth and performance twice yearly in progress reports that are shared with families. Our overarching goal in grading our students is that grades reflect student growth and effort and not just task completion. We strive to grade students holistically and to ensure that the tasks we use to evaluate students and issue grades are differentiated and aligned to what is proximal for each student.

 

Grading policies in the Upper School are course specific and articulated on each course syllabus. Student performance data will be accessible to parents via Veracross, an online student data management system. Weekly updates to the grading systems are expected by Monday each week.

 

Veracross

 

Veracross is our student information system and parent portal. Through this portal, families can access their child's schedule, class progress, grades, school calendar and newsletter, and teacher/class pages. Families receive a message from Veracross with family login information at the start of the school year with further instructions. 

 

Spring Creek and High Rock classes do not have the Grades menu available since there are no running grades. 

 

 

Progress and Related Service Reports

 

Progress reports and related service reports are completed for all students twice yearly. Each progress report consists of grades and narrative descriptions of student progress and areas for growth. 

 

Our teachers and specialists track student data related to social-emotional development, behavior and executive functions through an internal system and use this data to monitor progress. The learning specialist, occupational therapist (OT), speech-language pathologist (SLP), and school psychologists write and send detailed narrative updates twice yearly to parents of students receiving pull-out support. 

 

Families are expected to implement academic and social/emotional support outside of school based on information in the progress reports and related service reports.

 

Credits (Upper School Only)

 

For a student to receive credit for a class, they must have been present for more than 50% of the class periods for that semester. Students who are pulled out for a related service for 50% of the class time are still eligible for credit. Students must also earn a grade of at least a “1” to receive credit. In the event that a student is not earning a “1” in a given course, the family, the school, and the student will develop a plan for credit recovery to ensure the student has gained the skills and habits necessary for success in future coursework.

 

Students must earn the necessary number of credits in all of their Core Classes (ELA, Science, Math, Social Studies, Health/PE, World Language) to be eligible for graduation. Students must also earn the necessary number Elective credits to be eligible for graduation. In addition to receiving credits for Core and Elective courses, students may also earn credit for school-sanctioned service learning, mentoring, and internships. Eligibility for earning credits outside of the typical scope and sequence of course work, is determined on a case by case basis and is not guaranteed.

 

Graduation Requirements

 

Subject Area Name

Credits Required

English Language Arts (ELA)

4

Social Studies

4

Science

3 

(4 recommended)

Mathematics

3 

(4 recommended)

Related Arts 

(Music, Creative Lab, Drama, etc.)

 

1

LOTE

(Language Other Than English)

2

 

Physical Education

2

(must have one semester of PE each school year)

 

Health Education

.5

(one semester of Health)

Electives

4

 

Attendance and Late to School

 

In order to maximize our time supporting students throughout the year, all students are expected to be present every school day. In order to earn credit for a core course, students must be present for 108 hours of instruction throughout the year (approximately 180 minutes per week). If a student is not on track for meeting the requirements for attendance in the course, the student will need to make up the missing hours/assignments in after school, summer hours, or by adding an extra class for that course in the next semester. If a student is late, the Operations Team will make phone calls to the family to let them know that their child arrived late. If a student is more than an hour late, their School Psych/Advisor/Leadership will meet with that student right away to check in (with the exception of an excused tardy due to an appointment with a doctor). Upper School students who need to leave early must see a member of the Leadership Team and the leader will connect with the family to get permission before the student can leave.  

 

Testing Accommodations

 

The Lang School provides their students with opportunities to take different College Board sanctioned exams. Upper School students who take College Board exams such as the PSAT, PSAT/NMSQT, SAT, and the AP exams, are often eligible for accommodations. The Lang School will support students with the accommodation application process. Families must provide the school with a signed consent form to begin the application process for testing accommodations. Students who need accommodations must send their accommodation requests and the necessary documentation to the SSD Coordinator at the Lang School. This necessary documentation includes the student's most up to date Neuropsychological Evaluation. The SSD Coordinator will submit the accommodation request to The College Board Services for Students with Disabilities.

 

In order to obtain approval for testing accommodations, the following information must be provided to SSD:

• Documentation of a disability through an IEP or neuropsychological examination. Having both documents is preferable to ensure a student receives their proper accommodations.

• Evidence that participation in a College Board examination is impacted by a student’s disability.

• Requested accommodation is needed as a direct result of a student’s disability.

• Requested accommodation is received on school-based assessments. 

 

Please note that it is the College Board and not the School that is responsible for granting

or denying accommodations for College Board-administered exams.

 

Student Support Systems

 

Students are observed by the speech-language pathologist, occupational therapist (OT), school psychologist(s), and learning specialist for the first month of each new school year. Support plans are developed based on these observations and the diagnostic information contained in the students’ files.

 

School Psychology Supports

 

Students receive regular 1:1 support from a school psychologist, which can take a variety of forms. School psychologists work with students on emotional regulation, developing coping skills, mindfulness, distress tolerance, and interpersonal effectiveness. A student’s school psychologist also serves as the social-emotional point person and works with the student’s homeroom teacher(s)/advisors(s) to manage the collaboration between the student, other staff members, families, outside providers, and school leadership.

 

Speech Language Pathology Supports

 

At Lang, the Speech-Language Pathologists support growing students’ cognitive and communication skills necessary for successful social interactions. Students who are determined to be in need of support may receive services in the following ways: teacher collaboration and skill-building, push-in support, or pull-out support on a 1:1, dyad, or small group basis.  All students in grades one through five receive a once-weekly, small group session during the therapeutic rotation block. Additionally, all students in grades one through five receive a once weekly full cohort Social Emotional Learning class taught by the Lower School SLP and the Guidance Counselor. Upper School students may participate in group lessons with a Speech-Language Pathologist.

 

The Speech-Language Pathologists are available to support students with social language skill-building and development including strategies for perspective taking, conversation, and play. Students may also receive support from the Speech Language Pathologists in the areas of language organization and narrative development. Finally, if a student’s speech sounds or speech pattern interferes with the student's academic performance or social functioning to a severe degree, articulation, fluency, and voice may be addressed. Families should collaborate with the Speech Language Pathologists when they have social, linguistic, or speech-sound concerns about a student or students. 

 

Occupational Therapy Supports

 

Occupational Therapists review all pertinent and available information in the student’s file to determine initial supports.  Prior mandates and services received are always taken into account but are not a determining factor in provision of occupational therapy services or frequency of interventions.

 

Lower School

All students in the lower school (K-5) are provided at minimum:

• 1x weekly for 30 minutes Classroom Push In where the OT’s address visual perceptual and visual motor skills, fine motor skills and graphomotor development, and keyboarding/touch typing instruction. This occurs as a whole class intervention.

• 1x weekly for 30 minutes Classroom Pull Out in the Sensory Gym where the OT’s address sensory processing needs, gross motor skills, reflex integration, self care skills, core and upper extremity strength and more focused graphomotor/fine motor practice.  This occurs as a small group (2-3 students) intervention. 

 

Additional individual or small group pull out sessions may be added to a student’s schedule should the need for more intervention become apparent and necessary to support a student’s success. 

 

Middle and Upper School

Occupational therapy interventions and supports for 6th-12th grade take into account the student’s learner profile (based on most recent neuropsych report), most recent service mandates (if provided) as well as classroom observations and teacher feedback on classroom performance. Prior mandates and services received are always taken into account but are not a determining factor in provision of occupational therapy services or frequency of interventions.

 

Based on this information the OT’s determine if an evaluation is warranted to assess school based functioning and skill performance.  An individual or small group pull out may be incorporated into a student’s weekly schedule to work on remediating specific functional skills.  In lieu of a pull out, the OT’s may also recommend classroom or desk/seating modifications, sensory supports, graphomotor supports, introduce assistive tech supports and tools, and schedule movement breaks as tiered interventions to support students throughout their school day.  Collaboration is ongoing between teachers and the OT’s to support students across all grade levels.

 

Families are encouraged to reach out to the Occupational Therapists should they have concerns about a student’s functional skills and school based performance or intervention strategies.

 

Learning Specialist Supports

 

Students who demonstrate language-based learning challenges that require additional support receive targeted instruction with a learning specialist. A learning specialist also pushes into classes to support students, and formally and informally assesses students’ literacy and math progress. A learning specialist works with students in the areas of decoding, phonological processing, written expression and organization, reading comprehension, and other areas to ensure students are progressing in accordance with literacy skills.

 

Guidance and College Counseling Supports

 

Students receive regular 1:1 and/or small group support from the guidance and college counselor. This support is delivered in 1:1 meetings, small groups, advisory, and classroom push-in support. The guidance and college counselor is the point person for standardized testing and serves as the school’s Testing and SSD Coordinator. 

 

The guidance and college counselor works with students to identify and implement goals related to their current academic and post-secondary success. The outcome of these goals are connected to students’ academic, social-emotional, and college/career development. This development involves practicing and improving skills related to academic planning, standardized testing, motivation, resilience, self-advocacy, college or career planning, and the college admissions process. 

 

The guidance and college counselor collaborates with the student’s school psychologist, classroom teachers, homeroom teacher(s)/advisors(s), families, outside providers, and school leadership to provide students with every opportunity to improve academically, socially/emotionally, while aiming for college and/or career readiness.  

 

Breaks

 

Different types of breaks are implemented depending on students’ needs. As part of their support plan, students may have the option of taking movement breaks, mindfulness breaks, and sensory breaks. Through direct instruction and working with therapy team members, students develop the skills and self-awareness over time to learn when and how to ask for breaks. 

 

Every classroom has a break area, which can be used by one student at a time at the student’s request or a staff member’s direction. The hallway break area can be used when the student cannot take a break within the learning environment. Additionally, students may consult with the occupational therapist or use equipment in the gym (e.g., treadmill, trampoline) as part of a break plan. Equipment in the gym must be used only with the explicit permission of the OT and under staff supervision.