Mentorship Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division Mentorship with Greg gives students focused time to work collaboratively on bigger projects. Currently, students are creating a short film with plans to submit to student film festivals. < Back

The Lang School celebrates diversity, prioritizing inclusivity, equity, belonging, and social justice to create a supportive, enriching environment for all. ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS OUR BOARD STRATEGIC PLAN OUR TEAM CREATE Diversity, Equity, Inclusion, Belonging and Social Justice The Lang School celebrates diversity and understands that we all learn and grow best in an environment rich in differences — different racial and ethnic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives. Lang embraces and prioritizes inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families. We are committed to examining work through an equity lens: looking at the intersections of identities and the identities of the students and colleagues with whom we work, and reflecting on opportunities to learn and grow. Diversity, Equity, Inclusion and Belonging (DEIB) are part of our daily practice of teaching and learning. At Lang, we build and create a strong sense of community and equity through our mission, curriculum, and daily interactions. We model culturally competent practices and have mindful and meaningful conversations all with the ongoing purpose of forwarding DEIB work and social justice initiatives. Diversity, Equity, Inclusion & Belonging Some Guiding Principles for our DEIB work Civility, self-reflection, growth-mindset, and community are central to the learning experience at The Lang School. Our teachers lean into challenges, own their impact, speak up and stand up for equity and social justice to model these core practices. Additionally, the culture of The Lang School reflects and supports the school's mission in a number of important ways: Celebration of Exceptionality: The Lang School's culture embraces and celebrates the exceptional abilities and diverse learning profiles of our students. Rather than viewing learning differences as obstacles, our school's culture fosters an environment where students feel valued and empowered for their unique strengths. This culture of acceptance and celebration encourages students to embrace their exceptionalities and recognize their potential for success. Empowerment and Self-Advocacy: Our school culture places a strong emphasis on fostering independence and self-advocacy skills in students. Lang students are encouraged to take ownership of their learning, express their needs, and advocate for the support they require. The culture reinforces the belief that students have a voice and can actively participate in shaping their educational experiences, thus empowering them to become self-advocates throughout their lives. Nurturing Passion and Purpose: The Lang School's culture recognizes the importance of nurturing students' passions and talents. We provide an environment where students can explore their interests and develop their skills in various domains. Through personalized instruction, project-based learning, and ample opportunities for creativity and self-expression, the culture of the school supports students in finding their purpose and pursuing their passions. Commitment to Equity and Social Justice: Lang’s culture is deeply rooted in principles of equity and social justice. Students are encouraged to critically examine societal issues, engage in discussions, and undertake projects that promote fairness, inclusivity, and positive change. By fostering a culture that values and addresses social justice, we equip students with the knowledge, skills, and mindset necessary to be agents of change in their communities. Collaboration and Community: The culture at The Lang School emphasizes collaboration and community-building. Students, teachers, leadership, parents/guardians, and trustees work together in a supportive and inclusive environment. Open lines of communication, collaborative problem-solving, and a shared commitment to the mission create a strong sense of community and foster a culture of belonging and mutual support. STRATEGIES, PRACTICES AND INITIATIVES THAT SUPPORT OUR CULTURE Our school culture plays a vital role in ensuring that students thrive academically, socially, and emotionally, while embodying the principles and values at the core of the school's mission. These keystones of our school culture serve as the foundation for the various strategies and practices through which we create and maintain a respectful environment for all members of our community: through various strategies and practices: Valuing Diversity: We recognize and value the diverse backgrounds, experiences, and perspectives of our students, teachers, leadership, parents/guardians, and trustees. We seek to foster an inclusive culture that appreciates and respects the uniqueness of each individual, thereby promoting a sense of belonging and acceptance. Clear Expectations: The Lang School endeavors to set clear expectations for behavior and communication that emphasizes the importance of respect, empathy, and active listening. Students are encouraged to engage in constructive dialogue, express their thoughts and opinions, and listen attentively to others. These expectations apply to all members of the community and are consistently reinforced by teachers, staff, and leadership. Social-Emotional Learning: We incorporate social-emotional learning (SEL) into our curriculum and daily practices. SEL helps students develop skills such as empathy, self-awareness, self-regulation, and responsible decision-making. By focusing on these areas, we foster a culture of respect, kindness, and understanding among our community members. Conflict Resolution and Restorative Practices: We provide resources and support for conflict resolution and restorative practices when disagreements or conflicts arise. Students are taught constructive ways to address conflicts and resolve them through open communication, empathy, and consensus. Teachers and leadership play an active role in facilitating these processes and guiding students towards peaceful resolutions. Professional Development: We invest in ongoing professional development for our teachers and staff. This includes support for the growth of pedagogical practices as well as training on cultural competency, diversity, equity, and inclusion. By equipping educators with the knowledge and skills that are required to create a respectful and inclusive environment, we ensure that the values of respect and acceptance are consistently upheld. Communication and Feedback: We work to maintain open lines of communication among all stakeholders. Regular channels of communication, such as parent-teacher conferences, newsletters, and community meetings, provide opportunities for dialogue, feedback, and collaboration. We encourage active participation and involvement from parents/guardians, ensuring that their perspectives and voices are heard and respected. Policies and Procedures: Our policies and procedures explicitly address respect and inclusivity. These policies outline expectations for behavior, consequences for misconduct, and guidelines for fostering a respectful environment. We endeavor to ensure that these policies are communicated clearly to all members of the community and consistently enforced. Through the implementation of these strategies, we have created and continue to maintain a respectful environment where we hope that all individuals feel valued, heard, and supported. Our commitment to respect and inclusivity are central to our culture and serve as a foundation for the cultivation of positive relationships and meaningful learning experiences. The principles of diversity, equity, inclusion, and belonging are integral to our efforts to create a respectful environment. These principles are reflected in initiatives that seek: Value in Diversity: We recognize and celebrate the diversity of our student body, which consists of twice-exceptional (2e) children with a range of learning differences. The school embraces students from various backgrounds, cultures, and identities, promoting an inclusive community where differences are seen as strengths. The acceptance of diverse perspectives and experiences fosters an environment where all students feel valued and respected. Equity in Education: We are committed to providing an equitable education for our students. Recognizing that each student has unique learning needs, we tailor our curriculum, instructional practices, and support systems to address individual strengths and challenges. By prioritizing equity, we seek to ensure that every student has access to the resources and opportunities necessary for their academic and personal growth. Support for Inclusive Practices: We strive to incorporate inclusive approaches into our teaching and learning practices. Teachers employ differentiated instruction to meet the diverse needs of students, adapting their approaches to accommodate various learning styles and abilities. We promote collaboration, cooperation, and teamwork, creating a sense of belonging where students learn from and support one another. Cultivation of a Sense of Belonging: We are committed to creating a welcoming and supportive community where all students feel a sense of belonging. This is achieved through intentional efforts to foster strong relationships among students, teachers, and families. We emphasize the importance of social-emotional learning, ensuring that students develop self-confidence, self-advocacy skills, and a strong sense of identity within the school community. To Address Bias and Stereotypes: At Lang, we actively address bias and stereotypes by promoting awareness, understanding, and empathy. Teachers facilitate discussions and activities that encourage critical thinking and challenge stereotypes, fostering a culture of respect and appreciation for diversity. By engaging in these conversations, we help students develop a deeper understanding of social justice and equity. Greater Parent and Community Engagement: The Lang School recognizes the importance of engaging parents/guardians and the wider community in fostering a culture of diversity, equity, inclusion, and belonging. We actively encourage parents/guardians involvement in the learning life of their child, seek their input to help inform program design, and encourage their participation in school activities. This collaborative approach strengthens the connection between the school and our families and promotes a shared commitment to creating an inclusive and supportive environment. By incorporating these principles into our daily practice of teaching and learning, The Lang School works to ensure that diversity, equity, inclusion, and belonging are not only valued concepts, but actively embraced and integrated into the school's culture and practices. At Lang, we build and create a strong sense of community and equity through our mission, curriculum, and daily interactions. We model culturally competent practices and engage with students in purposeful, meaningful and action-focused dialog about diversity, equity and inclusion. Our school's commitment to these principles helps to create a safe and empowering space where all students can thrive academically, socially, and emotionally.

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Indie Studies Advisory Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division The IndieStudies class challenges students to define and propose a long term project. Students brainstorm areas of interest/inquiry, conduct research, and develop a project proposal. Students then present their proposals to a small panel of teachers and fellow students. The panel members pose questions and offer constructive feedback and suggestions, when necessary. Once a project idea is approved, students proceed to develop in more detail the proposed project with advisors and coaches taking a role in scaffolding and supporting the project. Coaches endeavor to help students find credible sources, seek out experts in the field (mentors), and take part in relevant field trips (if applicable) to support this student-driven study. Along the way, coaches teach and support executive functioning skills as they relate to individual projects and the unique needs of each student. IndieStudies concludes with an end-of-year Roundtable, at which students present and defend their finished project to a panel of teachers and students. < Back

Drama (MS) Sixth Grade, Seventh Grade, Eighth Grade Middle School Grade(s) Division Students continue to develop understanding and skills in Dramatic Arts through engagement in creative theatrical play. Students work on key performance skills, with attention to voice and projection, movement, physical gesture, scene study, and character development. Students engage in theatrical games, often improvised, to develop spontaneity and advanced collaborative skills. Students in Drama class are introduced to Shakespeare, his life and times, the plays and Elizabethan theater in general. Class work and effort directly supports a culminating student showcase in the Spring featuring an adaptation of a play by Shakespeare. < Back

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

French II Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division By an instruction based on a cultural and historical aspects of the francophone world, the student will be able to understand very simple sentences about familiar subjects in daily life. They will grasp what a conversation is about, participate in a simple exchange and understand the key information in a short article or written document. They will learn to speak about their daily life and express their feelings and opinions and apply their skills so that they can manage in shops and in situations such as at the railway station. < Back

Medieval History Tenth Grade Upper School Grade(s) Division Medieval History (Global History II) - Early Modern to Today Course Description: This course will serve as a college-level survey of the history of the modern world. Students will cultivate an understanding of World History by delving into the profound changes occurring due to the Industrial Age that shaped the contemporary world. Students will further investigate how events from the past historical events led to the complex world we live in today. Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. Students will become empowered, informed global citizens capable of understanding, critically assessing, and participating in the complex dynamics of the modern world. It encourages social-emotional growth and the development of essential executive functioning skills for success in an interconnected global society. Essential Questions: 1. How have world events and movements influenced the development of today's world? 2. How do historical conflicts, revolutions, and innovations impact the decisions made by contemporary leaders? 3. How do innovations affect how we produce, exchange, and consume goods and services? 3. How does history inform our understanding of contemporary global issues and our role in a rapidly changing world? Key Topics: 1. The World in 1750 CE - Powerful Eurasian States, Coastal African Kingdoms, European Maritime Empires, and the interaction between them all. 2. The Enlightenment and Age of Revolutions 3. Unresolved Global Conflicts: World Wars and Their Impact: Causes, consequences, and the birth of the United Nations. 4. Decolonization and the Rise of Nationalism: Independence movements and their impact. 5. The Cold War: Superpower rivalry, proxy conflicts, and the collapse of the Soviet Union. 6. Tension Between Traditional Cultures and Modernization 7. The Global Economy: Economic systems, globalization, and the digital age. 8. Contemporary Global Challenges: Climate change, terrorism, and human rights. 9. Emerging Global Powers: The Rise of China and India. 10. Digital Age and Social Media: The influence of technology on society and politics. Learning Outcomes and Objectives: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Explore and interpret a variety of primary sources and secondary texts related to World History. 1. Analyze and interpret historical events, primary sources, and cultural artifacts. 2. Explain the significance of key historical figures, movements, and periods. 3. Recognize the impact of globalization on contemporary society. 4. Develop strong research, critical thinking, and communication skills. 5. Formulate connections between past and present, fostering a global perspective. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: The examination of historical strategies will foster effective decision-making skills. < Back

The Lang School in NYC educates twice-exceptional children with a child-centered, empirically validated program, fostering independence and self-advocacy. ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS OUR BOARD STRATEGIC PLAN OUR TEAM CREATE MISSION STATEMENT :: Our Guiding Northstar The Lang School educates twice-exceptional children by offering these highly promising learners a child-centered, empirically validated education with integrated supports that foster independence and self-advocacy. Mission & Philosophy HOW DO WE DO THIS? :: Our Key Waypoints Our key waypoints help us to navigate towards the purposeful growth of our twice exceptional learners: Civility, self-reflection, growth-mindset, and community are central to the Lang learning experience. We model and teach students to own their impact, and empower them to speak up and stand up for equity and social justice. We help students identify areas of passion and interest, match that with their ability, and then we grow their skills step by step, challenging them to always be their best. At Lang, we believe that talent is grown, not born; that only through struggle and hard work is talent able to emerge. 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. 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. Our rigorous, classroom-based learning builds foundational skills and knowledge and integrates small groups and 1:1 support to meet the unique needs of each of our 2e learners. Our program develops students’ gifts and grit and transforms student passions into commitment within a flexible framework of authentic and impactful learning opportunities. 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. AND AN UNWAVERING BELIEF :: Our Compass For most, the school years are about fitting in, but for 2e children standing out comes early. At Lang School through the nurturing of purpose, passion & talent, being exceptional is not only recognized, but celebrated. OUR CORE VALUES CIVILITY SELF-REFLECTION GROWTH MINDSET COMMUNITY means treating all members of the community with respect and kindness, fostering a positive and inclusive environment where everyone feels valued and heard. Lower School: Practicing polite language and manners during interactions Participating in group activities that emphasize sharing and cooperation Recognizing and celebrating classmates' achievements Middle School: Engaging in respectful discussions and debates Demonstrating empathy in peer interactions Contributing to a supportive classroom environment through collaborative projects Upper School: Leading by example in promoting respectful dialogue Actively listening and valuing diverse perspectives Creating a culture of mutual respect through student-led initiatives encourages students to embrace challenges, persist through setbacks, and view effort as a path to mastery. Lower School: Celebrating effort and perseverance in daily tasks Introducing stories and activities that highlight the power of "yet" Encouraging a positive attitude towards mistakes as learning opportunities Middle School: Providing constructive feedback that focuses on effort and strategies Engaging students in goal-setting and reflection on their progress Offering opportunities for revision and improvement in academic work Upper School: Cultivating a culture of resilience and continuous improvement Facilitating discussions on overcoming obstacles and the value of hard work Supporting students in long-term projects that require involves regularly assessing one's own thoughts, behaviors, and learning processes to develop self-awareness and personal growth. Lower School: Encouraging students to reflect on their daily activities through journals Guided discussions about personal experiences and feelings Simple self-assessment exercises to identify strengths and areas for improvement Middle School: Introducing more structured self-assessment tools and reflective practices Facilitating peer feedback sessions Developing personal growth goals and action plans Upper School: Integrating reflective essays and projects into the curriculum Utilizing advanced self-assessment techniques to guide personal and academic development Encouraging independent reflection through advisory sessions and mentorship means building a supportive, inclusive, and collaborative environment where students, staff, and families work together towards common goals. Lower School: Participating in class-wide activities and celebrations Learning about and practicing acts of kindness and cooperation Engaging families in school events and classroom activities Middle School: Involvement in school-wide community service projects Developing team-building skills through group assignments and extracurricular activities Fostering a sense of belonging through advisory groups and peer support systems Upper School: Leading community initiatives and service projects Participating in student government and school-wide decision-making processes Strengthening school spirit through leadership roles and collaborative events LEARN MORE ABOUT THE KEY PRACTICES THAT DRIVE OUR ACADEMIC PROGRAM