UPPER SCHOOL
GRADES 6–12
The tailored curriculum and instruction of our Upper School dovetails with and expands on the Lower School’s focus on classroom-based instruction, so students are empowered to take ownership of their learning process and goals as they gradually prepare for college. Our 6th to 12th grade students continue to access a menu of empirically validated push-in and pull-out supports, as needed, to advance their learning and specialization. In WIN (What I Need) classes, students receive small group or 1:1 academic acceleration, support from content-area specialists, or oull-out support services. We incorporate students’ unique needs and passions into each school day, offering opportunities for the development of individual talents (IndieStudies) that become the foundation for a college major and keep motivation at the heart of each school day. Beyond taking college entry requirements and college level courses, our Upper School students can choose their electives, acquire mentors, develop a portfolio, participate in internships during the school day, and regularly apply for competitive summer programs.
As in the Lower School, a multidisciplinary plan is created that targets each student's unique needs in the context of a classroom of peers, where extensive enrichment, acceleration and remediation options complement our robustly differentiated academic curriculum. We employ evidence-based best practices and goal-oriented therapeutic approaches—
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Organizational Skills Training (OST) to support organization, time management and planning
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Positive Behavior Supports
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Collaborative & Proactive Solutions
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Regular self-reflection and strategies drawn from:
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Cognitive Behavioral Therapy
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Dialectical Behavioral Therapy
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—in order to improve student self-awareness, increase the ability to ask for and leverage help, and develop a self-regulation toolkit in the social-emotional, behavioral, sensory/physical, and academic learning domains that students will take with them when they graduate from our program.
We prepare 6th to 12th-grade students for college by incorporating their unique needs and passions into each school day, offering early opportunities for the development of individual talents that become the foundation for a college major and keep motivation at the heart of each school day.
Academics at The Lang School are grounded in our commitment to project-based learning and an orientation that builds connections and integration across traditional subject area domains. Additionally, our focus on student interests and strengths creates high-levels of student engagement and provides a pathway into supporting skill development in areas of challenge.
Our Upper School Talent Development Program surfaces and stokes passions, provides structure and viability for big ideas, instills a sense of purpose and commitment, and, ultimately, develops gifts. Each student is assigned a teacher/coach who helps define and organize the exploration of a specific semester or year-long "IndieStudies" project of the student's choosing. Domains are wide ranging—from studying the history of surgical knots, to creating a multimedia autobiography, to learning to take apart & reconstruct a Porsche—and are individualized to the skills that a student wants to develop further. At the end of the year, students present their work to a round table of staff and select peers who will critique and share feedback with the presenter. It is possible to integrate aspects of a student's IndieStudies project into their core and elective courses.
Our holistic approach integrates academic instruction, executive functioning support, and social-emotional learning, ensuring that students develop the skills, self-awareness, and resilience needed for both college and life beyond. By emphasizing talent development, real-world application, and interdisciplinary learning, Lang equips students with the tools to become tomorrow's innovators, thought leaders, and lifelong learners.
Portfolio Presentation Roundtables, a culminating learning experience for students in Grades 6–12 that centers reflection, growth, and student voice are a central part of the upper school program. Purpose & Goal The goal of the Portfolio Roundtables is for every student to reflect on and celebrate their unique learning journey by presenting a portfolio of selected work that best represents their progress, growth, and developing skills over the semester. Rather than focusing only on final grades or products, this process emphasizes: Reflection and self-awareness Growth over time Revision and feedback Clear communication about learning Timing January/February: ELA, Science, IndieStudies portfolio roundtables June: Math, History, IndieStudies portfolio roundtables Dates: Specific dates will be determined collaboratively and shared in advance What Are Portfolio Roundtables? Roundtables are small-group presentations (typically 3–4 students with one teacher/facilitator) where students: Showcase work that represents their learning and growth Explain the process behind their work, including challenges and revisions Reflect on academic skills, executive functioning, and learning strategies Engage in thoughtful dialogue and receive feedback from peers and faculty Assess content skills with staff facilitator What Is Included in a Student Portfolio? Each portfolio includes: A reflective “cover letter” (required) - Format options include written, audio/video, annotated slides, visual storyboard, or similar One major assessment or project (required) - Includes drafts, revisions, and feedback; may include PBL work Evidence of growth over time - Classwork, labs, quizzes, journals, problem-solving attempts, and revisions Content questions from units of study throughout the course of the semester A portfolio rubric used for reflection and feedback A roundtable presentation, with modifications provided as needed What Students Will Do During the Presentation Students guide the group through: What they set out to learn Evidence of progress and skill development Challenges they encountered and how they addressed them How feedback informed revisions Strengths, areas for growth, and next steps Answer content specific content questions from the current semester Modifications & Supports This process is intentionally designed to be accessible and neuroaffirming. Supports and modifications may include: Alternative formats (video, audio, written narrative, slides) 1:1 presentations or supported co-presentations Use of assistive technology, visual aids, or sentence stems Advisory and mentor support to prepare portfolios Why This Matters Portfolio Roundtables help students: Build self-advocacy and metacognition Practice reflecting on strengths and challenges Develop confidence in explaining their learning See growth as an ongoing process Authentic culminating assessment practice
