Lang School provides a whole-child education for 2e learners, integrating tailored academic and emotional support from grades 1-12, preparing them for college and life. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE LIBRARY A WHOLE-CHILD EDUCATION 2e LEARNING The Lang School prepares twice exceptional (2e) learners for college and life through a program grounded in progressive pedagogy and built around a framework of integrated supports. Our design for learning fosters an orientation to purposeful rigor that challenges and supports our students academically, socially, emotionally, and kinesthetically. Our 2e students have a unique set of social-emotional and intellectual needs, and we embrace them all, meeting students where they are and empowering them to achieve their next level of success and independence . Our specially trained gifted and special education teachers differentiate both the content and delivery of our flexible standards-based academics, so every student receives an education that fits. Integrated, small group, and 1:1 empirically validated supports in education therapy, speech, OT, and counseling target academic strengths and challenges, — as well as social-emotional learning — evolving, shifting, and fading as each student develops a toolkit of skills and learning strategies to support self-regulation their own increasing independence. Curious young minds thrive here — perhaps for the first time — learning at their level with affinity and ability peers in small supportive classes. At the heart of everything we do is student talent development , which surfaces and stokes passions, provides structure and viability for big ideas, instills a sense of purpose and commitment, and, ultimately, develops gifts. Lang is an independent school that supportively seeds, sows, inspires, and grows tomorrow's innovators and thought leaders. For most people, the school years are about fitting in while adulthood is about standing out; for 2e children, standing out comes early. At Lang, through the nurturing of purpose, passion, and talent, exceptionality is not only recognized but celebrated . Our partnership with students and families leads to a renewed trust in the possibility that school can be the impetus and locus for authentic learning, success, and inspiration. Key Elements of Lang's Approach to Learning Empowering Strengths, Remediating Challenges Academics, Social-Emotional Learning, and Neurocognitive Growth Building Neurocognitive Skills Through Targeted Interventions Leveraging Student Strengths for Academic Success Social-Emotional Learning and Emotional Regulation Creating an Environment for Safe, Supportive Learning Empowering Students to Take Charge of Their Learning At The Lang School, we provide gifted and twice-exceptional (2e) students with an individualized, strength-based education that also addresses their learning and developmental challenges. Rooted in neuroscience and evidence-based practices, our approach doesn’t just accommodate learning differences—it actively works to transform them. Our personalized academic and support programs are designed to unlock each student’s potential by teaching to their strengths while offering targeted interventions to build up areas of challenge. We view our students through a holistic lens, integrating their academic, social-emotional, and neurocognitive needs into a cohesive program. Every student’s path at Lang is carefully tailored, using data from a variety of sources (neuropsychological/psychoeducational evaluations, IEPs, progress reports, teacher observations, formative and summative assessments) to understand their unique profile and to ensure instruction is aligned with how they learn best. By focusing on both their strengths and the "lagging skills"—specific underdeveloped areas that may hinder progress—we break down complex tasks into manageable parts. Our goal is to scaffold academic challenges in ways that allow students to excel while working on underlying areas of challenge, all within a nurturing environment that fosters resilience and self-efficacy. At The Lang School, we know that every student has specific neurocognitive needs. For some, it may be working memory; for others, motor-cognitive integration or processing speed may be the areas holding them back. Our expert staff uses ongoing assessment to pinpoint these challenges, then provides individualized interventions designed to build the skill pathways needed for long-term success. What learners often think they can't do is really just a matter of "not yet." We believe that growth is always possible and this aligns with our developing understanding of the brain and the concept of neuroplasticity—the brain's remarkable ability to change and adapt. With the right supports and interventions, students can build skills that once seemed out of reach. By systematically strengthening these skills, we enable students to overcome the barriers imposed by diagnoses like ADHD, dyslexia, or anxiety. Our students’ intellectual and creative strengths are central to their academic success. While we work to strengthen areas of challenge, we also harness their giftedness to fuel a passion for learning. At Lang, students are engaged in challenging, advanced coursework that pushes them to think critically and explore their academic interests, even as we work behind the scenes to address their learning challenges. Rather than merely compensating for difficulties, we aim to remediate them so that students can engage more fully and independently with increasingly complex material. This integrated approach builds confidence and ensures that students leave Lang with the skills to thrive academically, socially, and emotionally. At The Lang School, we understand that social-emotional learning is as important as academics. Many of our students face social challenges or heightened emotional sensitivity. We integrate social-emotional support directly into our daily curriculum and instruction. By teaching students to identify and manage their emotions, develop resilience, and interact successfully with peers, we create an environment where students can thrive both in and out of the classroom. Our social-emotional programming is carefully aligned with each student's emotional and cognitive profile. Through individual and group interventions, we help students develop the self-regulation skills they need to navigate challenges with greater confidence and reduce academic anxiety. We know that many students come to us with a history of school-related trauma. Repeated academic struggles, social isolation, or feeling misunderstood can leave lasting scars. This understanding drives our focus on creating a learning environment where students feel seen, heard, and supported. Our faculty and staff are trained to adjust their approaches to meet individual student needs, offering students a safe, nurturing space in which to rebuild their sense of agency and competence. We view each student’s past struggles not as obstacles, but as opportunities for growth, using compassion and research-based strategies to help them move forward. At the core of our philosophy is the belief that students thrive when they feel empowered. We help our students understand their unique learning profiles, teaching them about neuroplasticity and how their brains can grow and change. By giving them the tools to advocate for themselves and take ownership of their learning journey, we foster not only academic achievement but also lifelong confidence and self-awareness. Our ultimate goal is to prepare students for a future where they can confidently pursue their passions and advocate for their needs, equipped with both the academic and social-emotional skills they need to succeed. TELL ME ABOUT LANG'S GUIDING PRINCIPLES

At Lang School, we nurture each student’s talents, support exploration, and foster self-regulation. Our approach integrates enrichment and personalized goals for 2e learners. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Guiding Principles for Learning at The Lang School The Lang School prepares twice-exceptional (2e) students to thrive in school and in life by designing learning that is strengths-based, humanized, academically rigorous, and future-ready. Our graduates are curious thinkers, compassionate leaders, skilled communicators, and confident self-advocates who know how they learn, how to collaborate with others, and how they can make a contribution to the world. Learning Domains These six transdisciplinary domains describe the knowledge, skills, mindsets, and habits that Lang students develop from Grade K–12. They represent what it means to become a world-ready learner. Self-Regulation & Well-Being: Students learn how to understand their emotional world, regulate their bodies and minds, manage workloads, and build healthy, sustainable habits for success. They grow the executive-functioning skills—organization, planning, adaptability—that make learning possible. Purposeful & Self-Driven Learning: Students develop curiosity, intrinsic motivation, and ownership of their learning. They ask questions, set goals, apply strategies, reflect on progress, revise work, and transfer skills across contexts. They learn how to learn. Leadership & Self-Advocacy: Students practice speaking up, asking for help, communicating respectfully, and influencing the world around them. They write, speak, collaborate, and lead with evidence, empathy, and responsibility. Identity, Empathy & Global Citizenship: Students explore who they are, where they come from, and how they connect with others. They study diverse voices, histories, and perspectives; build empathy; navigate conflict; and contribute to inclusive communities. Digital Literacy & Creative Innovation: Students become ethical, creative users of technology. They evaluate information, collaborate online, model data, design media, build digital products, and use tools—including AI—to solve problems and express ideas. Collaboration & Collective Responsibility: Students learn that communities are built, not assumed. They work in teams, share tasks, communicate respectfully, give and receive feedback, repair relationships, and contribute to the well-being of their school and the wider world. These domains are the “what” of a Lang education. But equally important is how we create the conditions for students to thrive. The way we structure classrooms, build relationships, pace learning, and respond to student needs is intentional. It reflects a set of design principles that guide every aspect of our work. These principles ensure that learning at Lang is not just academically rigorous, but humanized, affirming, and sustainable for twice-exceptional students. They turn our philosophy into daily practice. Design Principles These principles guide how Lang designs learning, community, and leadership. They ensure that the school’s systems reflect its values, and that students experience school as a place where they belong and can thrive. Well-Being Before Urgency: We design learning at a human pace that protects dignity, joy, and mental health. Pressure never outranks wellness. Students learn sustainable work habits, resilience, and self-care as part of academic growth. Dignity Through Strengths: We see students through the lens of their gifts, talents, and potential—not through deficits. Instruction adapts to how each learner grows best, enabling confidence, creativity, and authentic accomplishment. Community & Belonging Are Built, Not Assumed: Students help build the community they belong to. Belonging comes from participation, shared work, and relationships—not labels, placement, or compliance. Power With, Not Power Over: Students deserve real agency. We co-design learning with them, elevate their voices, normalize help-seeking, teach self-advocacy, and prepare them to influence change, not merely follow directions. Work That Matters: Learning becomes meaningful when it is connected to real problems and authentic audiences. Students think critically, create, design, research, build, revise, and impact the world beyond the classroom. The Result: A Portrait of a Lang Learner A Lang learner is curious, confident, and compassionate. They understand themselves as learners and humans. They can regulate, communicate, collaborate, and lead. They think critically, engage ethically, pursue meaningful work, and contribute to community. They are prepared for the academic, social, and emotional demands of college—and for life. 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. Civility, self-reflection, growth-mindset, and community are central to the learning experience. Our teachers lean into challenges, own their impact, speak up and stand up for equity and social justice to model these core practices. 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 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. TELL ME ABOUT LANG'S APPROACH TO CURRICULUM DESIGN

The Lang School in NYC provides a tailored, strengths-focused education for twice exceptional (2e) students—gifted learners with learning challenges—grades 1 through 12 Cultivate your child’s extraordinary talents and unique differences at The Lang School APPLY DONATE PARENT PORTAL MENU EVENTS Nurturing Promise: Progressive Education for NYC’s K-12th Grade Twice-Exceptional Students The Lang School empowers twice-exceptional (2e) students – those with exceptional gifts and specific learning disabilities – by providing a tailored education that honors their extraordinary talents while addressing their individual learning challenges. To register for a tour, schedule a 1:1 phone/zoom call, ask a question, learn about the application process and/or start an application: CONTACT US WHAT KINDS OF KIDS GO TO LANG? Makers. Thinkers. Dreamers. Innovators. Go–their–own–wayers. Jokesters. Critics. Artists. Writers. Scientists. Explorers. Programmers. Inventors. Inquirers. Sleuths. Creating–our–tomorrow–ers. Trailblazers. Musicians. Actors. Builders. Seekers. How–does–it–work?–ers. The Lang school was born out of a simple aspiration—that things can be better for twice exceptional learners. With the right interventions, supports, and sources of inspiration, kids who are bright and have unique ways of looking at things and unique ways of learning can find success. We embrace each student’s individuality, nurture their passions, and empower them with self-knowledge, self-organization and problem-solving skills through a strengths-based approach to learning. The Lang School is a progressive, independent 1st-12th grade school that is both authentically rigorous and supportive and inspires its students to find joy and purpose in learning. LIVING & LEARNING AT LANG OUR TWICE EXCEPTIONAL LEARNERS What is Twice-Exceptionality? Twice-exceptionality (2e) refers to students who are identified as having both advanced academic abilities (giftedness) and one or more learning disabilities or differences. These students, often referred to as 2e learners, possess high potential, but also face significant challenges that can affect their academic performance and social-emotional development. Understanding "giftedness" in 2e learners We define giftedness not simply as uniformly high academic achievement, but rather in terms of asynchronous development, which is marked by advanced intellectual or creative capacities in one or more areas, alongside some combination of significant and identified learning, attentional, or executive functioning disabilities and lagging social-emotional skills. The Lang School identifies twice-exceptional students as those who: Show superior performance in one or more cognitive domains, even if their full-scale IQ (FSIQ) may not fall in the gifted/superior range. This is especially common among 2e learners, whose strengths may be obscured by co-occurring disabilities like dyslexia, ADHD, or autism Show exceptional reasoning or creative abilities often picked up in IQ subtests, creative work, or problem-solving. May have precocious interests, passions or expertises in specific areas that differentiate them from their age-level peers. May not present as gifted in traditional school settings as a result of misalignment between their learning profile (strengths and challenges) and the program design. This is often supported by neuropsychological or psychoeducational testing that specifically identifies the student as twice-exceptional. If this terminology is not specifically referenced in the evaluation, the evaluation minimally identifies the student as gifted and having one or more disabilities that impact learning. In short: giftedness is contextual, complex, and can coexist with disabilities. The Lang School builds programming that is responsive to both a child’s intellectual strengths and their learning or developmental differences.. With that being said, students who do not demonstrate any areas of superior performance including isolated subtests, may struggle to meet the school’s threshold for identifying as twice-exceptional. Without evidence of this gifted exceptionality, Lang is typically not considered an appropriate placement as our mission specifically serves students who are both intellectually gifted and have identified learning disabilities. Impact of "giftedness" on Tuition Reimbursement Cases In private school tuition reimbursement cases (typically under IDEA or New York's “Connors funding” framework), parents must prove that: The public school did not or cannot offer a free and appropriate public education (FAPE). A private school placement, like The Lang School, is appropriate to the child’s needs. Families seeking enrollment at The Lang School argue that: The public schools do not offer a program specifically designed to meet the needs of twice-exceptional learners, and/or The public school failed to support their child's dual profile—either neglecting their disability, their giftedness, or both. Because The Lang School explicitly supports gifted students with disabilities, we can demonstrate that: The child’s advanced abilities and disabilities are both being addressed. We provide a strength-based, individualized program without sacrificing intellectual engagement that includes: Targeted remediation (e.g., for dyslexia or ADHD) Social-emotional and executive function support Enrichment and intellectual challenge aligned with areas of strength Our environment is emotionally safe, academically challenging, and responsive to neurodivergent profiles—something many public placements are not equipped to provide, especially for 2e students. Public school districts will sometimes argue that a student is “too high-functioning” for a specialized placement. But if the student’s giftedness masks disability, or if their disability limits access to appropriate gifted-level instruction, we can provide compelling evidence through our design that we are uniquely positioned to serve the whole 2e child. Our recognition that giftedness can look very different in 2e learners helps clarify that traditional programs for either gifted or disabled students alone are insufficient—The Lang School fills a documented gap. Our definition of giftedness supports our identity as a specialized but appropriate setting for twice-exceptional learners. This framing is critical in tuition reimbursement cases, as it justifies why students who might “look too smart” for special ed, or “too challenged” for gifted programs, are precisely those for whom a dual-support model is essential. In hearings or settlements, documentation of superior subtest or index scores is often used to support a claim of giftedness—especially when the FSIQ falls outside of the superior range. If no part of the student’s cognitive profile demonstrates superior ability, the legal case for The Lang School as an appropriate, specialized setting becomes harder to sustain. Our definition of giftedness while broad does look for superior performance in at least one cognitive domain, even if the overall FSIQ doesn’t meet traditional gifted cutoffs. This characterization is central to both admissions and tuition reimbursement cases: it supports the argument that The Lang School offers a necessary and appropriate dual-focus placement for students whose strengths and disabilities are both significant and require simultaneous, integrated support. Characteristics of Twice-Exceptional Learners Advanced Cognitive Abilities: High levels of creativity and problem-solving skills Rapid learning and a deep understanding of complex concepts Intense focus on areas of interest and strong motivation in preferred subjects Superior performance in one or more areas as reflected in cognitive testing. Learning Disabilities or Differences: Dyslexia, Dysgraphia Dyscalculia, ADHD, Autism Spectrum Disorder, sensory processing issues, etc. Inconsistent academic performance, with significant gaps between strengths and weaknesses Difficulties with executive functioning, such as organization, time management, and task initiation Asynchronous Development: Uneven development across cognitive, emotional, and physical domains. For example, a 2e student might have the intellectual capability of a much older student but the emotional maturity of their chronological age. This asynchronous development can lead to frustration, social challenges, and misunderstandings with peers and adults. Social-Emotional Characteristics: Heightened sensitivity and emotional intensity Challenges with peer relationships and social interactions Anxiety, frustration, or low self-esteem stemming from their learning struggles What are some of the struggles that twice-exceptional students experience in different educational settings? General Education Settings: May not receive the necessary accommodations to support their learning disabilities, leading to underperformance or behavioral issues. Advanced cognitive abilities might not be recognized or nurtured, resulting in boredom and disengagement. Gifted and Talented Programs: Programs may focus solely on intellectual abilities and fail to address learning disabilities, leading to frustration and inability to keep up with peers. 2e students may struggle with the pace and expectations of gifted programs without the necessary support for their learning challenges. Special Education Programs: These programs often focus on remediation and may not provide enough intellectual stimulation or opportunities for advanced learning. 2e students might feel out of place or unchallenged, leading to disengagement and a lack of motivation. How do the Learning needs of twice-exceptional students differ from students with identified special education needs? Complex Profile: 2e students have a dual set of needs: nurturing their giftedness while addressing their learning disabilities. This duality requires a balanced approach to both challenge and support them. Students with identified special education needs typically require focused interventions to address specific deficits, without the simultaneous need to cultivate advanced cognitive abilities. Differentiated Instruction: 2e students benefit from differentiated instruction that both accelerates their learning in areas of strength and provides targeted support in areas of difficulty. Special education students primarily need individualized instruction and accommodations to help them overcome their specific challenges. Social-Emotional Support: 2e students require tailored social-emotional support that addresses their unique sensitivities and intensities, as well as strategies to help them navigate social dynamics and build self-esteem. Students with special education needs also require social-emotional support, but the nature of the support may be more focused on coping strategies for their specific disabilities. Advocacy and Self-Understanding: 2e students benefit from learning self-advocacy skills and developing a strong understanding of their own strengths and challenges. This empowerment helps them navigate both academic and social environments more effectively. Special education students also need self-advocacy skills, but the focus is often more on understanding and managing their disabilities. How does Lang address the needs of twice-exceptional learners? To effectively support 2e students, The Lang School provides: Individual Learner Profiles- Each student has a unique learner profile that highlights both strengths, opportunities/areas for enrichment, and accommodations/management needs; strategies to address and support areas of challenge. These are also reflected in each Lang student’s Individualized Education Plan (IEP). Flexible Grouping and Acceleration Options to ensure they are challenged appropriately in their areas of strength. Targeted Interventions and Supports to address learning disabilities and areas of strength, such as specialized instruction, 1:1 support, and assistive technology. Social-Emotional Learning (SEL) Programs to help them develop coping strategies, resilience, and carryover of social skills. Professional Development for Educators to understand and implement strategies that meet the complex needs of 2e students. By recognizing and addressing the unique needs of twice-exceptional learners, The Lang School creates an environment where 2e students can thrive academically, socially, and emotionally. Who is a typical Lang student? Intellectual or creative engagement is key to student fit at Lang, regardless of how traditionally productive a student has been in past school settings. Often, our students are not inspired to challenge themselves in more conventional programs. Before they arrive at our doors, these high potential learners might say school is boring; their teachers might consider them "lazy" or underachieving; these students might resist or even refuse going to class or school altogether. The typical Lang School student is able — with the collaboration and support of staff, parents, and outside/previous providers — to capitalize on our individualized interventions, groupings of affinity and ability peers, and differentiated classroom-based instruction. While one or more cognitive subtest scores on formal testing may be in the superior range, it is not uncommon for there to be significant discrepancies between strengths and areas of relative challenge. Our students often display precocious interests and curiosities that are reflected in a preexisting area of passion and commitment. Our high potential and gifted learners also have identified learning challenges, such as ADHD, anxiety, executive functioning struggles, language-based, non-verbal, and specific learning difficulties (including Dyslexia, Dysgraphia, and Dyscalculia), or Autism Spectrum Disorder (ASD). We can generally provide support for ASD (Level 1) students who don't require significant 1:1 support and/or in-school ABA therapy. The Lang School is not a therapeutic school designed to support significant emotional challenges and as such pronounced externalizing behaviors, frequent dysregulation, and physical and verbal aggression are uncommon among our students. Lang learners are socially motivated and ready for a rigorous but supportive classroom-based education. Who is a typical Lang parent? The typical Lang School parent is prepared to partner with school staff in supporting their child in a wide variety of ways with the recognition that school is not a stand-alone solution to their child's every challenge or need. Some of our students need targeted supports beyond school in order to reinforce the school's work, generalize emerging skills across settings, or work on challenges that aren't primarily related to school. That said, Lang is committed to being an active and key member of each student's "village" and to ongoing communication with parents and outside providers. Our parents are eager to engage with the school in a team-based process of identifying and meeting their child's needs as they emerge, develop, and shift. Lang offers parent workshops throughout the school year, and our Parent Association serves as a support network for our parent community. LISTEN TO LEARN ABOUT LANG Take an alternate route to learning about what makes The Lang School so special by listening to these three audio "stories" that are part of our LangLearns "stories of exceptional learning" project. CONTACT US WHAT'S AT THE CENTER OF A LANG EXPERIENCE? Learning at Lang is designed with intention to support students in developing key skills and dispositions . Hover over each item to learn more and click to view a brief video. inquiry driven learning differentiated progressive classroom-based learning grounded in discovery and inquiry habits of mind social-emotional learning and executive functioning skills development tailored supports scaffolded, embedded, integrated and 1:1 tailored supports self advocacy skill and strategy building to support independence and self-advocacy growth mindset growth mindset and strengths-based approach to learning and talent development knowledge & talent cultivation of knowledge, interests, curiosities and talents for lifelong learning LEARNER WHAT LANG PARENTS SAY... “Lang is an ideal match for our child and has been a lifesaver for our family. She gets the supports she needs and is challenged academically. She has met kids who are like her, and we have found a community.” What's Happening @thelangschool Load More The Lang School by the numbers: 4 Core values Civility • Self-reflection • Growth mindset • Community 93% of our teachers have advanced degrees 100% of our teachers are trained in special and gifted education practices 2:1 Overall Student-to-Faculty ratio 12:2 Student-to-teacher ratio for 1st-8th grade classrooms 12:1 Student-to-teacher ratio for 9th-12th grade classrooms 1:1 Along with integrated classroom-based supports, all students receive individualized learning, SEL and, EF support as well as guidance/college counseling $190,000 Average Merit-Based Scholarships earned by the members of the 2023 graduating class 1425 average SAT score LOWER SCHOOL GRADES K-5 We create a personalized multi-disciplinary plan to address each child’s unique needs in a classroom setting, where extensive enrichment and acceleration options complement our robustly differentiated curriculum for grades 1 through 5. Show Me More MIDDLE & HIGH SCHOOL GRADES 6-12 We prepare 6th to 12th graders for college and beyond by incorporating their unique needs, passions, and skill sets into each school day, providing early opportunities to cultivate individual talents to keep students engaged and motivated. Our integrated interventions support students as they develop a "tool box" of skills and strategies that support their growing independence. Through our advisory program, students set and reflect on goals, receive academic support, engage in community building, and develop advocacy skills born out of their lived experiences. Show Me More We make space for our exceptional students and this is reflected in the physical design of our classrooms, gym, hallway break nooks, music studio, sensory gym, science lab, and maker/art space. All of these spaces are designed with kids in mind. At Lang, every learner finds a place and space to excel. IMG_9741 Large IMG_9746 Large GALLERY3 IMG_9741 Large 1/21 Empowering Your Whole Child: The Lang Difference Our teachers and specialists provide personalized social-emotional learning (SEL) and executive functioning (EF) skill development to our twice-exceptional students through group and individual sessions. This creates an engaging and empowering learning environment and fosters balanced self-expectations and sustained learning motivation in the areas of self-awareness, self-management, relationship skills, responsible decision making, and social awareness. Supporting our Students We create a program of services tailored to each student's specific needs. The development of this program of services begins during our comprehensive admissions process, during which our internal team works with the student’s family, and, if needed, may speak with outside providers, and contacts at the student’s previous school in order to see what services were working well, and what additional services may be needed. If necessary, we conduct additional assessments with our Occupational Therapy Team, Speech and Language Pathologists, or Learning Specialists prior to or at the start of the school year to better understand the needs of the incoming student, and prepare an initial plan for services. After a student is admitted to The Lang School, an initial plan for services will be determined and communicated to the family and internal team, typically within the first month of school. This plan is always flexible, as we are in an ongoing process of assessment and progress monitoring to ensure that our services are well-matched to the needs of our students. While there may be instances where 1:1 or small group support is appropriate, we begin by building these supports into the classroom experience. Teachers and the student support team are consistently collaborating in order to maximize carryover into the classroom. For example, the OT team might collaborate with classroom teachers to ensure that students are actively working on improving their stamina for tasks involving fine motor skills during a class lesson, while also providing the accommodation of word processor use for other tasks. Therapy and Education Teams support our highly collaborative staff to provide direct, indirect, and consultative services to our students in groups of varying sizes. Evidence-Based Best Practices Our progressive approach to teaching and learning is grounded in research and evidence-based practices. We use proven instructional methods, strategies, and interventions that have been rigorously studied and demonstrated to be effective in enhancing student learning outcomes. Data and scientific inquiry inform our educational decisions, ensuring that instructional techniques are not based solely on assumptions or tradition, but are supported by concrete evidence of their impact on student achievement and development. CLICK to see examples of some of these evidence-based best practices Connect now Connect with us Have a question about The Lang School that you want to ask right now? Click the button below to access our AI supported assistant. ASK A QUESTION Passion and Promise Drive Learning at Lang Lang is an independent school that supportively seeds, sows, and grows the inspiration of tomorrow's innovators and thought leaders today. Explore our website to learn more about The Lang School: ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS BOARD OF TRUSTEES STRATEGIC PLAN OUR TEAM CREATE ADMISSIONS WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES ACADEMICS THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS SUPPORTS SUPPORTING GIFTEDNESS AREAS OF CHALLENGE COMMUNITY LIBRARY WELCOME BACK ! SCHOOL CALENDAR HEALTHY LANG STUDENT LIFE EXTRACURRICULARS CAREERS DONATE CONTACT 26 BROADWAY SUITE 900 NEW YORK, NY 10004 | 212-977-7777 ©THE LANG SCHOOL 2026 CONTACT US CONTACT US

Lang's Talent Development offers KidWorks for Lower Schoolers to explore interests and IndieStudies for Middle & Upper Schoolers to dive deep into personal projects, with mentor support. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Talent Development: Nurturing Promise KidsWorks (LS) The Continuum: From KidWorks to IndieStudies IndieStudies (US) Internships (US) Electives (US) Supporting the Whole Child A Culture of Innovation & Creativity KidWorks provides a unique, hands-on, exploratory experience for students in grades K-5. This initiative is built on the premise that early exposure to diverse domains of interest allows young learners to discover their talents and develop key skills that will serve as the foundation for future learning. KidWorks provides Lower School students with a dynamic set of experiences each semester across a variety of domains. While the offered domains change over time, domains like Illustrators, Tinkerers, Engineers, Coders, Musicians, and Storytellers are often represented. Each domain offers students the chance to try their hand at new skills or deepen existing ones in a collaborative and creative environment. Teachers observe each child’s engagement, performance, and enthusiasm, providing insight into where students' strengths and interests lie. A key aspect of the KidWorks philosophy is the empowerment of students to advocate for their passions. This autonomy fosters a sense of agency in students, encouraging them to take ownership of their learning. As students delve deeper into their chosen domain, they work on increasingly complex projects with evolving constraints. These projects encourage collaboration, creativity, and critical thinking, laying the groundwork for the more self-directed experiences they will encounter later in their academic journey. Teachers, serving as coaches, conference regularly with students, guiding them in setting goals, overcoming challenges, and reflecting on their progress. This support cultivates not only talent but also resilience, perseverance, and self-awareness. The KidWorks program is designed to guide students as they explore a range of domains while building on their existing passions. We recognize that our younger learners often arrive with highly specific interests, sometimes to the exclusion of other areas. The program’s goal is to gently widen their scope, helping students explore areas adjacent to their existing passions. For example, a student deeply interested in math may be encouraged to join a crafting group. Through coaching, this student might create 3D felt representations of platonic solids. The process allows the student to stay connected to their interests while broadening their engagement with new materials, techniques, and disciplines. This adult-facilitated exploration is at the heart of KidWorks. By allowing students to take ownership of their learning—without dictating what they must do—we help them find new paths without overwhelming them. In essence, KidWorks often opens a student's narrow “funnel” of interest into a wider one, giving them the freedom to explore diverse topics while keeping the journey connected to their passions. KidWorks allows students to either sample across the different domains or immerse themselves in one or two areas, depending on their preferences. Some may engage deeply in one domain, while others try multiple areas before choosing one to pursue further. Importantly, Upper School students serve as mentors to KidWorks participants, fostering cross-age connections and providing opportunities for older students to develop leadership and mentoring skills. This peer mentoring enhances the sense of community while also offering Upper School students another avenue for talent development. As students move into the Upper School, they transition from the structured exploratory format of KidWorks to the more self-directed and individualized IndieStudies program. In the Upper School, IndieStudies offers a more focused and rigorous opportunity for students to design and pursue their own passion projects ranging from traditional academic subjects to highly creative, interdisciplinary, or technical pursuits. These projects often reflect personal interests that have emerged from previous explorations. Projects might include anything from studying the history of surgical knots, to designing a board game, to learning to deconstruct and rebuild a car. Additional examples of IndieStudies projects include: World Building: Designing a Board Game Textile Design: An Exploration of Dyeing Techniques Code & Quest: Game Design Adventures Spider-Man's Suit: A Project in Illustration & Graphic Design Fear Forge: Crafting a Video Horror Game Tattooing: Explorations in Ink Structural Engineering: Pasta Bridge Building Students interested in exploring Engineering, 3D Modeling, & Prototyping regularly do so through theprogram. This includes projects that focus on both the practical aspects of modern engineering (including electronics) and the principles of physics behind technology (in EM kinematics). 3D modeling projects often use Blender, an advanced, open-source 3D modeling application. In the past, students have learned traditional modeling and prototyping skills, such as how to work with plasticine clay and casting molds in silicone. Whether a student is studying architectural design, composing music, learning to code video games, or studying Japanese, IndieStudies empowers students to shape their own learning. IndieStudies projects are student-initiated, with faculty coaches guiding them through a structured design process that includes establishing learning goals, setting benchmarks, and defining the final product. The project begins with a scaffolded design phase, during which students collaborate with their teacher-coach to develop a detailed proposal. This proposal outlines the project's learning objectives, key milestones, and expected outcomes. Students then pitch their project to a panel of teachers and peers, presenting their proposed plan, including key benchmarks, learning goals, and the final product they aim to produce. This collaborative pitch session is designed to help refine ideas and ensure that students have a well-thought-out plan for success. As students move forward with their projects, they are supported by both faculty coaches and, when applicable, mentors who are experts in the chosen field of study. Mentors may be external professionals or internal specialists, and they help guide students as they navigate challenges and delve deeper into their topic. The connection with external coaches and mentors helps students see that their interests have real-world applications, guiding them toward possible college and career trajectories. The semester culminates in a roundtable presentation, where students present their finished projects to an audience that includes faculty, peers, and domain-specific experts. This final showcase not only allows students to reflect on their learning process but also provides valuable feedback from a broader community. This capstone experience emphasizes not just the final project, but the entire learning journey—highlighting the skills of perseverance, problem-solving, and self-reflection that the students have honed. The transition from KidWorks to IndieStudies reflects the overall philosophy of The Lang School’s Talent Development Program. In the Lower School, we broaden the world of our students, gently expanding their areas of interest while allowing them to stay anchored in their passions. By the time they reach Middle and High School, students are ready to channel that widened perspective into focused, meaningful, and rigorous inquiry. The Lang School's Talent Development Program is an integral component of our commitment to nurturing the unique abilities and passions of twice-exceptional (2e) learners. This program is designed to meet students where they are—whether in the Lower, Middle, or Upper School—and provide them with opportunities to explore their individual strengths, interests, and talents through both structured and self-directed learning experiences. The Program is built on a foundation of student-centered, passion-driven learning that balances creativity with rigorous intellectual engagement. Through our KidWorks program in the Lower School, IndieStudies in the Middle and Upper School, elective courses, and internship opportunities, we encourage students to explore, deepen, and refine their interests in a scaffolded, supportive environment, ultimately leading to meaningful contributions to the community and beyond. For senior students, internships are an invaluable extension of their IndieStudies projects. These internships offer real-world experience and are connected to a student’s area of interest. Students may participate in school-based internships, such as working in a classroom or supporting program development, or they may pursue off-site internships with outside organizations or businesses. Internships provide a crucial bridge between academic interests and career exploration. By working closely with professionals, students gain insight into potential career paths and experience how their passions translate into real-world settings. For instance, a student with a keen interest in engineering might work with a local design firm, while another student fascinated by education might intern with a classroom teacher or member of our therapy team. These internships allow students to experience the practical applications of their studies, fostering a deeper understanding of both their interests and the professional world. The value of these internships goes beyond skill acquisition. Internships offer students an opportunity to develop independence, responsibility, and self-advocacy. They must navigate professional environments, collaborate with adults in their chosen fields, and manage their time effectively. For many students, internships also provide clarity about potential college and career pathways, helping them see the possibilities for turning their passions into lifelong pursuits. Another arm of the Talent Development program at Lang is the elective course offerings in the Upper School. These semester-long, weekly classes arise from areas of faculty expertise as well as student-generated interests. For example, a faculty member who previously taught astronomy at a local college was inspired by student interest to develop a new elective on the subject. This course covers topics such as celestial navigation, the physics of planetary motion, and the history of space exploration. Student-driven electives are also a hallmark of Lang’s Talent Development Program. A notable example is a pair of students deeply interested in Formula 1 racing, who approached a teacher to help them develop an elective course. The course that emerged took a holistic approach, exploring not just the science and engineering of Formula 1 racing but also its economics and environmental impact. This type of elective allows students to engage with their passions in a multi-disciplinary way while receiving support from a faculty member to deepen their understanding of the topic. The Talent Development program at The Lang School is not solely focused on producing impressive final products—it is designed to cultivate the skills and mindset necessary for lifelong learning. Students in both KidWorks and IndieStudies are supported in developing key executive functioning skills such as planning, organization, time management, and self-advocacy. Additionally, teachers work closely with students to foster a growth mindset, encouraging them to see challenges as opportunities for growth rather than obstacles to success. For many students, especially those who may struggle with anxiety or fear of critique, the Talent Development program is a safe space to experiment, fail, and try again. By emphasizing process over product, we help students build resilience and confidence that will serve them well both in and out of the classroom. At its core, the Talent Development program embodies The Lang School’s commitment to cultivating a community of learners who are passionate, curious, and self-directed. Through KidWorks, IndieStudies, and other enrichment opportunities such as electives and internships, we provide students with the freedom and support they need to pursue their passions while also helping them develop the skills they will need to thrive in future academic and professional endeavors. The Talent Development program reflects our belief that talent is not something that is simply discovered—it is nurtured through dedication, hard work, and a supportive environment that allows students to take risks, learn from their experiences, and push the boundaries of what they thought was possible. The Lang School’s Talent Development Program empowers students to take ownership of their learning by encouraging exploration, offering opportunities for deep inquiry, and fostering connections with professionals. Through KidWorks, IndieStudies, electives, and internships, students can pursue their interests with the guidance of faculty mentors, while also building essential life skills such as project management, collaboration, and self-direction. At Lang, talent development is not simply about nurturing existing strengths; it’s about helping students discover and unlock their full potential through curiosity, creativity, and dedication.

Maternity Leave (Aug 20th - Jan. 15th) Lower School Teacher (Gr 1-2) 2026-2027 School Year The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas. We offer our highly promising learners in grades 1-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy. We are looking for a confident, Lower School (1-5) Teacher trained and experienced in working with gifted and/or special needs students to join our team on a full-time basis. Candidate Preferred Requirements: NY State teaching certification Master's degree with a major in Education Minimum of three years of lead-teaching experience Experience leading Orton Gillingham-based literacy intervention (Wilson Reading, Fundations) Experience working with students with learning differences or gifted education needs Experience reading and interpreting Neuropsychological Evaluations and/or IEPs Proficiency with classroom technologies, online learning platforms, and Google Suite Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future Qualifications & Skills Authentic connection with our school's mission and our student population of twice-exceptional learners Experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty Grounded in an understanding of progressive, inquiry-based education Experience with or a desire to teach in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools Creative designer of learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning Experience teaching gifted and twice-exceptional students. Deep knowledge of historical inquiry, historiography, and research-based instruction. Strong ability to differentiate instruction for a variety of learning needs. Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety). Excellent collaboration and communication skills. Commitment to student-centered and inquiry-based learning. Key Responsibilities: Develop and implement a dynamic, inquiry-based history curriculum that integrates multiple perspectives and historical thinking skills. Differentiate lessons to accommodate diverse learning needs, including giftedness and learning disabilities. Use primary sources, multimedia, and experiential learning to engage students in historical analysis. Foster students’ critical thinking, research, and writing skills through discussion, debate, and project-based learning. Integrate themes of identity, justice, and ethical decision-making in historical study. Collaborate with special education teachers and other faculty to provide individualized support and accommodations. Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (school psychologists, reading and writing specialists, OT, SLP, college counselor, and school leadership) Work cross collaboratively to ensure literacy skills are aligned across content areas Build and maintain strong, trusting relationships with students, colleagues, and parents Implement classroom Supports for Tier I intervention including but not limited to restorative approaches to behavior, positive behavioral supports, social emotional learning Provide meaningful feedback on student work and consistently communicate progress to families and caregivers. Maintain accurate records of student performance and contribute to IEP and 504 Plan meetings as needed. Stay current with best practices for teaching twice-exceptional students and participate in professional development. Participate wholeheartedly in all school and grade meetings, and in opportunities for professional development Write progress reports (narrative and numerical) for all Upper School ELA students, and participate in twice-yearly parent/family-teacher conferences Advisory responsibilities for seven to eight students in a co-led homeroom class Willingness to support with additional tasks or committees as requested by leadership Preferred Experience: Experience with Facing History and Ourselves curriculum and instructional strategies. Background in progressive, project-based, or discussion-based education (We use PBLworks.com). Training in executive functioning and social-emotional learning strategies. Expertise in integrating technology with teaching and learning. The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades 1-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or autism. These twice-exceptional (“2e”) learners have a unique set of social, emotional, and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports and a robust Talent Development Program. To Apply: We will follow up with promising candidates who align with potential openings. At Lang, we appreciate that people's professional paths aren't necessarily linear and that they can be punctuated by purposeful gaps. Compensation: Salaries are competitive and based on experience and training. (Salary range $20,000-$30,000 for stated time) The Lang School offers a competitive benefits package, including employer-paid health insurance, 401k matching options, and ample professional development opportunities. Apply Here The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Welcome to The Lang School, where, through our admissions process, we nurture twice-exceptional students and collaborate with families to fit our programs to each learner’s unique needs and potential. WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES Welcome to Lang On behalf of our faculty, therapy team, and school leadership, I welcome you to The Lang School. The Lang School is both a home and a waypoint on our students' journeys of self-discovery as learners. In our work with twice exceptional students and their families, we are guided by a deep belief in the potential of all learners and by the principle that our school must always strive to fit itself to the needs of our learners. The beliefs and principles that drive learning at The Lang School also define our admissions process. Through this process you will develop a deeper understanding of Lang's mission, programs, and practices as we learn more about you and your child. This collaborative relationship is an essential and defining characteristic of the Lang learning experience. It is how we create the best learning and developmental environment for each child that meets their specific strengths and needs. As a parent, the journey to find the right learning community for your child is one of singular importance. Our goal in partnering with you through this process is to ensure that you learn everything you can about our school community and about how we cultivate in our students deeper learning, an expanding sense of self and connection with others, and a spirit of purposeful engagement with the wider world. Through ongoing dialog with our admissions team, visits to the school and connecting you with past and present parents who can share their Lang experiences with you, we hope that you will come to understand how at The Lang School "through the nurturing of purpose, passion, and talent, exceptionality is not only recognized, but celebrated." We have designed our admissions process to make clear how we empower and teach our students to begin building a foundation for their futures. To do this, we partner with our families to provide students with the skills and dispositions that will empower them to be their most successful selves academically, socially, and emotionally. Please feel free to contact me for any questions you may have about our school, the admission process , scheduling one of our weekly tours or to request a 1:1 meeting . I look forward to meeting you soon and welcome you to the Lang learning community. Gratefully, Mark Silberberg Director of Admissions, Growth, and Purpose admissions@thelangschool.org 1-917-283-2471 Learn about the admissions process

Drama (2/3) Second Grade, Third Grade Lower School Grade(s) Division This class offers an introduction to the world of performance/ performing arts, for Lower School students, and is geared towards creative theatrical play. Beginner theater games and exercises, with an emphasis on imagination and collaboration, are key areas of attention. Introduction to voice projection and gestural, physical language. Overarching goal and learning/growth is for students to begin to understand and appreciate life skills concepts such as collaboration self- confidence, supporting the ensemble and cooperation. Fundamentals of the rules and aims of theater games and exercises are introduced, with an emphasis on acceptance/agreement and ensemble spirit. All of these skills, and more, are engaged with on a weekly basis. Throughout the year, students continually work on active participation and peer support. Summative assessment based on engagement and success, especially with preparations/rehearsals and performance in two showcases during the academic year (Winter and Spring). < Back

< Back Andel Khadaroo Associate Operations Manager CUNY BARUCH - BA I have the pleasure of being a part of the Lang Team for about a year and it brings me real excitement and joy to be starting the 2022-2023 school year with all these all-star students. Before I was a front-desk and operations coordinator at The Lang School, I worked as a sales associate, a receptionist, and an office associate. I went to Baruch College for 4 years and got my BA in Business Administration. I plan to pursue a career as a stock analyst or related position. On my off days, I spend time playing video games, hanging out with friends or spending time with my little sister and my mom. andel.khadaroo@thelangschool.org

Apply now! We review applications on a rolling basis. For details, click here. Start your application below or contact us at admissions@thelangschool.org with questions. WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES Accepting Grade K–12 applications for 2027-2028 and limited spaces for the 2026-2027 school year Register for one of our tours and/or open houses Connect with our Admissions Team by booking a 1:1 INFO SESSION Apply Now Our admissions are rolling and we review applications as we receive them. For an overview of the process, click here . To start an application, click the button below. If you have questions, you can reach out to us at admissions@thelangschool.org. START AN APPLICATION

KidWorks: Movie Making Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade Lower School Grade(s) Division This class offers Lower School students an opportunity to leverage acting/performance skills and interests to create short scenes which are filmed and edited ( ideally by students). Basic film set and production terminology and protocols are introduced. Students are required to work quickly and cooperatively in this short (half hour) session. Students can shoot, direct, act and edit. < Back

Music (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division In Music C, students build new skills as budding musicians and have fun in the process. Students explore the different ways music can make you feel using the Zones of Regulation. Musical instrument families are introduced, and students are given the opportunity for expository play with an instrument of each family. Ear training and music notation concepts are introduced and reinforced each class. Students work on ensemble playing skills and improvisation in varied formats. Students also explore musical composition using various digital tools. < Back

ELA (K/1) Kindergarten, First Grade Lower School Grade(s) Division Course Description: The Kindergarten and First Grade ELA course is designed to develop foundational literacy skills and foster a love for reading and writing in young learners. Through a balanced approach of phonics, sight words, vocabulary development, and comprehension strategies, students will develop the necessary skills to become proficient readers and effective communicators. Course Objectives: 1. Phonics and Word Recognition: Students will learn letter sounds, phonemic awareness, and decoding skills to read and spell words. 2. Sight Words: Students will develop a sight word vocabulary to enhance reading fluency and comprehension. 3. Vocabulary Development: Students will expand their vocabulary through exposure to a variety of texts and engaging activities. 4. Reading Comprehension: Students will learn and apply strategies to understand and interpret texts, including retelling, making predictions, and asking questions. 5. Writing Skills: Students will develop basic writing skills, including letter formation, sentence structure, and creative expression. 6. Listening and Speaking: Students will practice active listening and effective communication skills through discussions, presentations, and storytelling. Teaching Methods: The course will utilize a combination of whole group instruction, small group activities, and individualized learning experiences to meet the diverse needs of students. Teachers will incorporate hands-on activities, interactive read-alouds, guided reading sessions, and writing workshops to engage students in meaningful learning experiences. Assessment: To measure growth in reading, students complete a 1:1 reading assessment using the Fountas & Pinnell Benchmark Reading Assessment at the beginning and end of the semester. Throughout both units, we monitored student progress and performance through pre and post assessments, observations, class discussions, independent writing samples, small group work, and 1:1 conferences. To measure growth in writing, students complete a pre and post assessment aligned to The Writing Revolution approach. This explicitly teaches students the parts of a sentence and how to add more information to answer questions about the subject of the sentence. Assessment will be ongoing and varied, including observations, informal assessments, and formal assessments such as reading fluency checks, sight word recognition, and writing samples. These assessments will inform instruction and provide feedback to students and parents on progress and areas for growth. < Back