Computer Science 1 Ninth Grade, Tenth Grade Upper School Grade(s) Division < Back

Precalculus Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division Precalculus meets all of the standards for a Common Core 4th Year high school math course, and includes an introduction to calculus with functions, graphs, limits, area under a curve, and rates of change. The course is designed similarly to the CPM Core Connections courses. On a daily basis, students work collaboratively with others as they use problem-solving strategies, complete investigations, gather evidence, critically analyze results, and communicate clear and effective arguments while justifying their thinking. < Back

The Lang School in NYC provides a tailored, strengths-focused education for twice exceptional (2e) gifted learners with learning challenges, grades 1 through 12 Cultivate your child’s extraordinary talents and unique differences at The Lang School 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. 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 GRADES 6-12 MIDDLE & HIGH SCHOOL 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. CONTACT US

< Back Michael O'Grady Upper School Science Teacher MACALESTER COLLEGE - BA IN DRAMATIC ARTS MERCY COLLEGE - MS IN EDUCATION Growing up on the Oregon Coast and in Hawaii, exploring sandy beaches, rocky tide pools, lush forests, and the occasional lava tube, the scientific phenomena of the natural world enthralled me. Since 2003, I’ve shared that love of science with countless students throughout New York City. After nearly 25 years in New York, I still approach the city with that same curiosity (and love of the subway), looking for the systems, stories, and science hidden in plain sight. I’m excited to continue that exploration at The Lang School. Beyond Lang’s walls, you’ll find me at Midtown Comics picking up the newest releases, wandering the aisles of the New York Public Library, basking in the glow of the newest blockbuster at the movie theater, or running and biking along the Hudson River. michael.ogrady@thelangschool.org

Biology Seventh Grade, Eighth Grade, Ninth Grade Middle School, Upper School Grade(s) Division Fall: The semester began with the students learning about and incorporating the scientific method into understanding the biological world around them as scientists do in their work. Students worked on the eight characteristics of living things and then wrote a response to “Are viruses living or non-living using some or all of the 8 characteristics of living things to justify their response to the question”. Students then shared their opinions with each other through open discussion. The students explored the organization of life and types of cells through the interactive website “cellsalive.com” and the teacher generated graphic organizer to collect information about plant and animal cells. Students were given a cell project/extension to help guide them towards mastery of the different cell organelles. Students were given choices to answer the prompt, “Name and describe the function of the cell organelles” by: a) Composing a song/rap/poem, b) Composing an interCELLactic voyage story, c) Composing and illustrating a comic strip, or d) Composing a cell catalog. For the end of the semester project, the students researched and put a slide presentation together on one of the macromolecules of living things assigned: Proteins, Carbohydrates, Lipids, and Nucleic Acids. Spring: This semester, the students explored the human body systems including: the Digestive, Circulatory, Respiratory, Excretory, Endocrine, and Nervous Systems. In addition, the students also studied the process of the cell cycle and cell reproduction (mitosis) on the cellular level. Students were given a project to assess their understanding of the various organ systems, and to present their work to the class. The students were given three scenarios to choose from, along with a graphic organizer, and a presentation rubric to help them organize their thoughts and to formulate questions to ask of each other's project. This semester also included the practice skill of reading scientific text for information. Key Learning Objectives: Fall: Scientific Method, Characteristics of Living Things, Organization of Life, Types of Cells, Cell Organelles, and Macromolecules. Spring: Digestive, Circulatory, Respiratory, Excretory, Endocrine, and Nervous Systems, Cell Cycle, Mitosis, and Meiosis < Back

French I Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division The language acquisition incorporates cultural and historical aspects of the francophone world from which the student will be able to understand very simple sentences about daily life if someone speaks to them slowly and clearly. They will learn how to introduce themselves, to describe their family and their environment and to talk about their tastes, hobbies and events using the present tense. They will be able to write a short email or a postcard. The skills will allow them to respond to simple and practical things. < Back

Physics I: Mechanics Twelfth Grade, Eleventh Grade, Tenth Grade, Eighth Grade, Ninth Grade Middle School, Upper School Grade(s) Division < Back

Environmental Science Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division Fall: The Fall semester of Environmental Science began with a review of the scientific method, leading into the various topics covered in this course including: history of man and the environment, tragedy of the commons, biotic /abiotic factors, food chain vs food web, primary succession, secondary succession, and the start of the unit on biodiversity. Spring: The spring semester of Environmental Science included the following topics including: Populations, Water, Air Pollution, Renewable/Nonrenewable Energy, and Land Use. Many class discussions on how each topic's knowledge fits together in understanding the role humans play interacting with the environment. Key Objectives: Fall: Scientific Method, History of Man and the Environment, Tragedy of the Commons, Biotic /Abiotic Factors, Food Chain vs Food Web, Primary Succession, Secondary Succession, and Biodiversity. Spring: Populations, Water, Air Pollution, Renewable/Nonrenewable Energy, and Land Use. Students will work on executive functioning skills of planning, organization and time management through projects, and presentations. Teacher will work with students 1:1, along with supplying rubrics, and checklists. < Back

< Back Godzilla The Project: High Line students built a miniature city using cardboard, paper, and other materials, including buildings, roads, and bridges. After completing the set, they acted out a Godzilla scene by walking through and crushing the city. Upper School students filmed and edited the project into a finished short film. Power in Numbers Previous Next

Creative Lab (MS/US) Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division In this hands-on workshop, students immerse themselves in the tactile beauty of analog materials like wood and ceramics. They unleash their artistic potential as they learn to craft intricate wooden sculptures and mold exquisite ceramics. Students gain the skills to transform raw materials into remarkable art while fostering their imaginative spirit, exploring the interplay between form and function, and creating unique, tangible expressions of their creativity. Course Goals: By the end of this course, students develop a strong foundation in working with analog materials like wood and ceramics, enabling them to design and create their own artistic pieces that merge craftsmanship with creativity. < Back

Math (K/1) Kindergarten, First Grade Lower School Grade(s) Division Course Description: The Kindergarten and First Grade Math course is designed to introduce young learners to foundational mathematical concepts and develop their problem-solving skills. Through hands-on activities, games, and real-world applications, students will develop a strong number sense, critical thinking abilities, and a solid foundation for future mathematical learning. Course Objectives: 1. Number Sense: Students will develop an understanding of numbers, counting, and number relationships. They will learn to recognize and write numbers, count objects, and understand basic operations such as addition and subtraction. 2. Measurement and Data: Students will explore measurement concepts such as length, weight, and capacity. They will also learn to collect and analyze data, and interpret simple graphs and charts. 3. Geometry: Students will identify and describe basic shapes, explore spatial relationships, and develop an understanding of symmetry and patterns. 4. Operations and Algebraic Thinking: Students will develop problem-solving skills and learn to solve simple addition and subtraction problems. They will also explore patterns, sorting, and basic algebraic concepts. 5. Mathematical Reasoning: Students will develop critical thinking and problem-solving skills through hands-on activities, puzzles, and logical reasoning tasks. Teaching Methods: The course will utilize a variety of teaching methods to engage students and cater to different learning styles. Teachers will incorporate hands-on manipulatives, visual aids, technology, and interactive games to make math concepts tangible and accessible. Group work, discussions, and individualized instruction will be used to support student learning and promote collaboration. Assessment: Assessment will be ongoing and varied, including observations, informal assessments, and formal assessments such as quizzes and performance tasks. These assessments will provide feedback to students and parents on progress and areas for growth. Teachers will use assessment data to inform instruction and differentiate learning experiences to meet the needs of all students. < Back

College Counseling Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Starting in 6th grade our Middle and Upper School students have targeted lessons beginning with interest and personal exploration, understanding academic expectations, and The Lang School graduation requirements. Once the foundation is built Guidance and College Counseling moves onto career exploration, the importance of extracurriculars, and resume building. When students enter 11th and 12th grade they are provided with an overview and then a deep dive of the college admissions system. They receive small group and 1:1 support with their college research and application process. Students do this focused work with the College and Guidance Counselor and their engagement in the college application process provides students the opportunity to practice personal, academic, and executive functioning skills. < Back