< Back Rainforest Action Initiative This is placeholder text. To change this content, double-click on the element and click Change Content. Want to view and manage all your collections? Click on the Content Manager button in the Add panel on the left. Here, you can make changes to your content, add new fields, create dynamic pages and more. You can create as many collections as you need. Your collection is already set up for you with fields and content. Add your own, or import content from a CSV file. Add fields for any type of content you want to display, such as rich text, images, videos and more. You can also collect and store information from your site visitors using input elements like custom forms and fields. Be sure to click Sync after making changes in a collection, so visitors can see your newest content on your live site. Preview your site to check that all your elements are displaying content from the right collection fields. Power in Numbers Previous Next

< Back Uriah Crane Custodial Engineer SINCLAIR COMMUNITY COLLEGE - AS IN INDUSTRIAL AND MANUFACTURING ENGINEERING I am excited to be working at Lang as the Custodial Engineer. I hold a degree in Industrial and Manufacturing Engineering. I have been living in Brooklyn for the last 18 years while working as a building superintendent, urban gardener and landscaper, and compost site operator. Most recently, I taught woodshop in a sixth to twelfth grade Maker Space. I look forward to supporting Lang students by creating a safe, clean and well maintained learning environment. When not at school, I enjoy exploring NYC history, urban hikes and foraging. uriah.crane@thelangschool.org

< Back From the Music Studio This is a collection of recording made during the 2025-2026 school year across grades 1-12. Power in Numbers Previous Next

< Back Maria Velonakis Controller ASSOCIATES DEGREE IN ACCOUNTING It's a privilege to be a part of the Lang Community. When i joined Lang in 2017, I started as the Bookkeeper and I currently serve as the school's Controller. I am inspired each day by the students and their families. I have been working in Finance for 30 years. In my spare time, I love to cook and spend time with my family. maria.velonakis@thelangschool.org

Improv Eighth Grade, Ninth Grade, Tenth Grade Middle School, Upper School Grade(s) Division Students create original short scenes/sketches through improvisation. This class focuses on working within a framework of classic theater/performance improv games and exercises. Students learn to work within an ensemble. Collaboration, cooperation and acting fundamentals are key. Improv "rules" are taught and engaged with on a weekly basis. Improv/theatrical fundamentals (and some advanced learning- character creation/motivation etc). Students learn to cooperate and support each other. Live production/performance skills (voice, physicality, rehearsal protocols, theatrical terminology) and more are developed and strengthened. All work feeds the showcase productions in Winter and Summer. Student generated sketches, from brainstorming ideas/ scenarios, to editing and rehearsal, culminating in a live performance for the school wide community. (Source materials include classic text by Viola Spolin, "Theater Games for the Classroom") < Back

Algebra I Seventh Grade, Eighth Grade, Ninth Grade Middle School, Upper School Grade(s) Division < Back

Athletics allows students to build skills, explore passions, and challenge themselves in meaningful ways to grow physically, socially, and emotionally. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Athletics Welcome to the 2026-2027 Athletics Season: Upcoming Games: Practice Schedule: Recap from the 2025-2026 School Year: This year marked an exciting milestone in The Lang School’s history: the launch of our very first basketball and volleyball teams. For the first time ever, Lang students took the court in competitive play in both middle school and upper school matchups. These inaugural games were more than just competitions—they were celebrations of student growth, confidence, and community. At Lang, we believe that supporting students’ strengths and interests is essential to their overall development. Athletics, like academics and the arts, provide powerful opportunities for students to build skills, explore passions, and challenge themselves in meaningful ways. Our nascent basketball program reflects this commitment by giving students a structured, supportive environment to grow physically, socially, and emotionally. Throughout these games, our players demonstrated remarkable teamwork, compassion, perseverance, and school spirit. They supported one another on and off the court, rose to challenges, and represented Lang with pride and determination. The energy in the gym—shared by students, staff, and families alike—was a powerful reminder of what can happen when students are encouraged to pursue their interests and take risks in a supportive setting. We are deeply grateful to our coaches, Brad and Hannah, whose leadership, encouragement, and dedication made this experience possible. Middle School Basketball Players : Kai, Will, Leo, Max, Ari, Jack Upper School Basketball Players : Milind, August, Max, Ari, Conrad The launch of our club basketball, volleyball, and ping pong teams is just the beginning and we hope to develop the team so that we can join one of the leagues with our peer schools. As we continue to listen to student interests and invest in opportunities that nurture their strengths, we look forward to expanding our athletic offerings and building a robust, inclusive competitive sports program at The Lang School—one that grows alongside our students and supports their development as confident, capable individuals. 1/5

Chemistry II Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division The fall semester in Chemistry II began with laboratory safety, which the students investigated through short videos, and guided questions. The students then explored chemistry safety through a project on one of the world’s worst chemical disasters, and presented their findings to the class. Chemistry II continued with a review of the periodic table, Lewis structures, polar covalent bonds, nonpolar covalent bonds, ionic bonds, metallic bonds, and intermolecular forces to prepare them for the upcoming topic on moles and calculating moles in various chemical processes. The last topic covered for the semester was the unit on solutions that involved the various types of solutions, their calculations through molarity, and analyzing graphs on solubility curves. The spring semester in Chemistry II began with the introduction to the gas laws, which the students investigated through short videos, and guided questions. The students then explored the gas laws in depth starting with Boyle’s Law, leading to Charles's Law, and finishing with Gay Lussac’s Law. The students then formulated the combined gas law equation from the former individual gas laws and solved various gas problems through manipulation of the combined gas law equation. Students then compared the combined gas law equation to the ideal gas law equation to identify the differences in how ideal gases behave from real gases. Chemistry II continued with the study of various topics including solids, energy and states of matter, and nuclear chemistry. Key Objectives: Fall: Review of: Periodic Table, Lewis Structures, Polar and Nonpolar Covalent Bonds, Ionic Bonds, Metallic Bonds, Intermolecular Forces, and Moles Spring: Introduction to the Gas Laws, Boyle's Law, Charles's Law, Gay Lussac's Law, Combined Gas Law, Ideal Gas Law, Solid Compounds, Energy and States of Matter, and Nuclear Chemistry Students will work on executive functioning skills of planning, organization and time management through projects, and presentations. Teacher will work with students 1:1, along with supplying rubrics, and checklists. < Back

Woodshop Intensive Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division In this hands-on exploration, students delve into the art of woodworking, mastering essential techniques using a variety of tools, from saws and drills to the mesmerizing lathe. Through guided projects, students hone their precision, problem-solving skills, and attention to detail, fostering a foundation for quality craftsmanship. Throughout the course, they develop an appreciation for safety, materials, and tools while learning to express their unique creativity through woodworking. < Back

From Myth to Modern Times Sixth Grade, Seventh Grade Middle School Grade(s) Division From Myth to Modern Times is a middle school English Language Arts course that examines the essential question: How do stories from different times and places continue to resonate today? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. < Back

PENNY Progressive Educators Netwo rk New York invites you to . . . Progressive Education NYC: Looking Back and Thinking Forward SATURDAY, MAY 11, 10AM-3PM at CITY-AS-SCHOOL Join us on Saturday, May 11, to explore the purpose and promise of progressive education. Details This event, on Saturday, May 11th from 10am-3pm, builds on our April event, "Honoring Deborah Meier’s 50 years of Impact on NYC," and is titled "Evolving and Emerging." It is organized as a series of conveenings and practitioner-led conversations regarding the current challenges of our progressive practice in NYC. This session will be hosted at City-As-School, 16 Clarkson St. Lunch will be provided. ————————————— PENNY, Progressive Education Network New York, connects public, independent, charter, and teacher education schools and individuals of the greater metropolitan area to advance progressive pedagogy and promote equity, access, and social justice. Through collaboration, advocacy and action, our driving purpose is to strengthen and broaden the impact of progressive education in the face of increasing challenges to full access to quality inclusive schooling. With the increasing visibility of racial injustice, the rise of high-stakes standardized testing, and the ever-increasing gap between wealthy and poor communities, the democratic principles of progressive education have never felt more important and critical to families and students today. Community, voice, play, choice, observation, learning by doing – these beliefs within the context of our world and society are some of the principles the original progressive thinkers espoused. With this network, we hope to build a shared understanding of these principles and what they look like in practice in our classrooms today.

< Back Maya Sicherer Upper School Occupational Therapist RUTGERS UNIVERSITY SCHOOL OF ENVIRONMENTAL AND BIOLOGICAL SCIENCES - BS IN EXERCISE SCIENCE BOSTON UNIVERSITY SARGENT COLLEGE OF HEALTH AND REHABILITATION SCIENCES - DOCTORATE IN OCCUPATIONAL THERAPY (OTD) I am excited to continue working with the students and families of the Lang School as the Upper School Occupational Therapist. Before coming to The Lang School, I have worked as an occupational therapist in both the school system and in outpatient settings in North Jersey. I have been involved in the disability field for over 10 years with additional experience outside of occupational therapy in support coordination, adaptive athletics, and day habilitation. I completed my doctorate in occupational therapy at Boston University, where I wrote my thesis on health education for LGBTQIA+ autistic individuals. Since becoming an occupational therapist, I have pursued a wide variety of continuing education focused on interoception, sensory processing, executive functioning, and fine/gross motor skill development. I am passionate about providing neuro affirming, strengths based, and holistic care. In my work as an occupational therapist, I focus on building off of students' intrinsic motivation and interests to develop skills that promote meaningful participation across all contexts. As a neurodivergent person myself, I am passionate about working with students to not just provide strategies, but to also better understand their nervous systems and the way their brains work. This way, students are able to understand the “why” behind the strategies and make informed choices about what works best for them. In my free time, I enjoy spending time with my dog (Zoey), hiking, crafting, listening to music, and doing puzzles/playing games. maya.sicherer@thelangschool.org