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The Lang School's Board of Trustees ensures the school's well-being, oversees policies, supports the Head of School, and sets strategic goals for its future. ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS OUR BOARD STRATEGIC PLAN OUR TEAM CREATE Board of Trustees The Lang School's Board of Trustees are stewards for the well-being of the school. The Board holds the mission in trust for each of the school's constituencies. The Board is responsible for the school's policies and its current and future fiscal well-being. The Board hires and supports the Head of School and, working in collaboration with the leadership, sets the strategic agenda for the school. Robert Mihran Cox Board Chair Click to read Board Member bio Jamal Obi Sullivan Secretary Click to read Board Member bio Elyssa Gaffin Board Member Click to read Board Member bio Shira Cornfeld Vice Board Chair Click to read Board Member bio Pam Clarke Board Member Click to read Board Member bio Richard Garriott Board Member Click to read Board Member bio David Walsh Treasurer Click to read Board Member bio Peter Flom Board Member Click to read Board Member bio Gavin Simms Board Member Click to read Board Member bio 2024-2025 Annual Report 2023-2024 Annual Report

Curriculum Guide Use the filters below to explore Lang's curriculum by division, grade, and subject area. Filter by Division Select Division Filter by Grade Select Grade Filter by Subject Area Select Subject Area The following departmental mission statements identify key teaching practices and approaches that inform instruction in each of these areas. ARTS (VISUAL & PERFORMING) Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ENGLISH LANGUAGE ARTS (ELA) & ENGLISH Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. FOUNDATIONS & LEARNING SKILLS Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. GUIDANCE & COLLEGE PLANNING Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. LIBRARY Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. MATHEMATICS Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. PHYSICAL EDUCATION Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. SOCIAL STUDIES & HISTORY Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. SUPPORTS (Occupational Therapy, Speech Language Therapy, Counseling, Learning Support) Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. TALENT DEVELOPMENT Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. WORLD LANGUAGE Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. LOAD MORE CLASSES Advanced Literature Seminar Next The essential question shaping our work in Advanced L:iterature invites students to reflect on what it means to “come of age,” and how different societies facilitate or impede the process for their young. While contemplating this, students will hone their literacy skills and probe what it means to become an adult– is it just turning 18 and being legally recognized as such, or do certain experiences propel us across the threshold, leaving childhood forever in our wake? Furthermore, in what ways does our identity have an impact on how society helps or hinders us through the process of maturation? To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below: I. Reading Students will fortify their analytical and interpretive skills as we read across genres in Advanced Lit. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of coming of age in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme. II. Writing Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class. III. Language Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice. Some of the longer form texts we will be reading include: Narrative of the Life of Frederick Douglass, The Color of Water, Speak, Woman Hollering Creek, Their Eyes Were Watching God and The Awakening. Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' points of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Similarly, in creative writing, students will tell a personal story but displace themselves as the protagonist and write from a third party's point of view. Additional projects, like mock trials where characters are held to count for plot events that transpire, will promote students' ability to infer psychological factors, desires and environmental circumstances that impact one's behavior. ELA (2/3) Next 2nd and 3rd grade reading skills. - Ask and answer who, what, where, when, and how to demonstrate understanding of key details in a text. - Recount stories and determine their central message, lesson, or moral. - Describe how characters in a story respond to major events and challenges. - Describe characters in a story and explain how their actions contribute to the sequence of events. - Determine the meaning of words/phrases based on how they are used in a text. - Distinguish between literal and non literal language. - Describe the overall structure of a story, including beginning, middle, and end. - Acknowledge and understand different character points of view. - Distinguish own point of view from that of narrator or characters. - Use text evidence to support comprehension and understanding of characters, setting, and/or plot. - Make connections between self, text, and world. 2nd and 3rd grade writing skills. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 6. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 7. Recall information from experiences or gather information from provided sources to answer a question. 8. Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed. 9. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ELA (4/5) Next Idlewild ELA integrates reading, writing, and word study in one course. We study authentic literature in many genres, such as poetry, stories, biography, informational nonfiction, and others. In addition to reading and discussing literature, we practice close reading and analysis, producing paragraphs and well-organized response essays. For each unit, we read 2-3 texts of a particular genre and produce a written work related to each text. Along the way, we study vocabulary, conventions, and grammar in context. Students are supported with graphic organizers and other tools to assist in planning and organizing writing. Key Learning Goals include: being able to read and discuss a variety of age-appropriate literature, supporting ideas with text evidence, and producing original essays, stories, and poems. ELA (K/1) Next 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. From Myth to Modern Times Next From Myth to Modern Times is a middle school English Language Arts course that examines the essential question: How do stories from different times and places continue to resonate today? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. Perspectives in Literature Next Perspectives in Literature is an upper school English Language Arts course that examines the essential question: How does one’s identity influence one’s experience and perspectives? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. Social Justice & Change Next The essential question shaping our work in Social Justice and Change asks students to consider how and why all literature is, necessarily, a form of protest, either endorsing or condemning various social, cultural and political structures. Furthermore, the course asks students to identify the ways in which a text can act as a mirror for our society and, simultaneously, as a vehicle to transform that society. Students will hone their literacy skills by engaging with texts that are intentional in their desire to effect change and by asking how they, themselves, can harness the power of language to shape the world they want to live in? To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below: I. Reading We will be working on our analytical and interpretive skills as we read across genres in ELA. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of social justice and change in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme. II. Writing Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals entries, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class. III. Language Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice. Some of the longer form texts we will be reading include: Tangerine, Some Kind of Hate, Brown Girl Dreaming, Witness, and Internment. Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' point of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Additional projects, like mock trials, debates around current events issues and original, creative pieces will promote students' ability to recognize and appreciate multiple points of view and sides of an issue. Our culminating project for the year invites students to select a social justice issue meaningful to them, personally, and then craft original works that address the topic they’ve chosen and inspire activism in their intended audiences. American History I Next In American History I, students will think critically about the following question: "How should we tell America's story?". This course covers American history from the pre-colonial era through the Civil War and Reconstruction. Students will think critically about the formative events in American history and how they have historically shaped the perception of our country. Students will engage with history through analyzing primary sources to understand how identity and bias can influence our storytelling. Time will also be spent discussing current events, with connections being made to content discussed in class. American History II Next American History II Course Description: This course will serve as a college-level survey of the history of the United States from its First Nations beginnings, European Colonialism, Slavery, Revolutionary War, the expansion within the continental United States, the Imperialistic views of the world, the World Wars, Cold War, and onward to modern history. This course comprehensively explores the United States' rich and complex past, focusing on its transformation from colonial roots to a modern, diverse nation. Students will analyze pivotal events, social movements, and the evolving political landscape, fostering a deep understanding of the American story. 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 American History through the lens of one or more themes in each unit: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout the United States and World history. This course will empower students to become more informed and critically engage with their nation's past and present. The course will also encourage social-emotional growth and the development of essential executive functioning skills necessary for success in a diverse and evolving society. Essential Questions: 1. How has American identity changed, and what forces shaped it? 2. How has internal and external conflict shaped and developed the United States? 3. How have the ideals of liberty, equality, and justice been interpreted and redefined throughout American history? Key Topics: 1. Colonial America: African culture, Native origins, Early settlements, Native and European interactions, and independence. 2. The American Revolution: Causes, leaders, and the impact on global politics. 3. Westward Expansion: Manifest Destiny, conflicts with indigenous peoples, and the Oregon Trail. 4. Civil War and Reconstruction: Slavery, the Civil War, and the challenges of rebuilding. 5. Progressive Era: Social reform, women's suffrage, and the rise of industrial America. 6. World Wars and Their Aftermath: America's role in global conflicts and post-war changes. 7. Civil Rights Movement: Struggles for equality and the legacy of activists like Martin Luther King Jr. 8. Contemporary America: The Cold War, globalization, and challenges facing today's nation. 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 study U.S. history. Develop knowledge of historical content through the application of thematic learning objectives. Explore and interpret a variety of primary sources and secondary texts related to US 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. Ancient History II Next Ancient History 2 (Global History I) - Ancient World to the Industrial Era Course Description: Ancient History (Global History 1) is a course that cultivates an understanding of world history from humanity's earliest beginnings in the Paleolithic and Neolithic Eras to the beginnings of the Industrial Age of the 1750s. 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. Students will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. This course aims to cultivate well-rounded, informed, and socially aware historians by equipping them with the needed skills to navigate a complex, interconnected world. Essential Questions: 1. Throughout history, how have societies evolved and interacted to lead to our current interconnected world? 2. What are universal themes found throughout history - how do these themes reflect the human experience? 3. How do geography, culture, and individual agency shape and mold historical events? Key Topics: 1. Ancient Civilizations: Mesopotamia, Egypt, Indus Valley, early China, etc. 2. Classical Civilizations: Greece, Rome, Byzantine, Ottomans, etc. 3. Medieval World: Feudalism, Crusades, the Silk Road, Japan, India, etc. 4. Age of Exploration: Impact on indigenous peoples, global trade, etc. 5. The Renaissance and Scientific Revolution: Art, science, culture, etc. 6. Enlightenment and Revolution: Influence on modern political thought 7. Imperialism and Colonization: Global consequences, resistance, and change 8. Industrial Revolution: Transformations in nature, society, and economics Learning Outcomes and Objectives: By the end of this course, students will be able to: 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. 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. Government & Sociology Next Participation in Government & Sociology Participation in Government (Semester 1) Course Description: The Participation in Government course intends to empower students with the various skills and knowledge needed to actively participate in the American democratic process by providing an understanding of government structures and civic responsibilities. Students will examine the history of the American government, its evolution, and the contemporary issues faced within our current period. Essential Questions: 1. How can informed and active citizen participation impact our democracy? 2. What are government roles, responsibilities, and limitations at various levels? 3. How can students translate civic knowledge into effective civic action? Key Topics: 1. Civic Duties: voting, jury duty, taxes, participating in govt., etc. 2. Governments: democracy, oligarchy, monarchy, totalitarian, etc. 3. The U.S. Constitution: Origins, principles, and amendments. 4. Branches of Government: Role and functions of the three branches. 5. State and Local Government: Understanding non-federal governments 6. Civic Engagement: Voting, activism, and the power of the individual citizen. 7. Rights and Responsibilities: Civil rights, civil liberties, and obligations as citizens. 8. Contemporary Issues: Current events, policies, and progressive movements. Learning Outcomes and Objectives: The Participation in Government course intends to prepare students to be active contributors within a democratic society. Promoting skills so students can stay informed, engaged, and responsible citizens are key aspects of the Participation in Government course. 1. Students will understand the structures and functions of the American government at the federal, state, and local levels. 2. Students will develop critical thinking skills through analyzing policies, decisions, and current events. 3. Students will engage individually and within groups in thoughtful debates about current issues. 4. Students will understand the roles of the American citizen - this course seeks for students to exercise their rights and responsibilities. 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: Examining historical strategies will foster effective decision-making skills. Sociology (Semester 2) Course Description: Sociology is about people – how they act, interact, and react with one another. Through this course, students will better understand the complexities of human societies. This senior-level class intends to better prepare students for life in a university setting. This course is to help students understand their place in the groups to which they belong and the function, influence, and interaction within institutions, neighborhoods, and societies. Sociology investigates human society, social relations, organization, and change. This course encourages critical analysis and fosters a deeper understanding of the social world by examining various principles, theories, and methods of sociology. Students will use surveys, case studies, experiments, and interviews to help them gain a better understanding of the people who make up the planet. Essential Questions: 1. How do societal structures, norms, and institutions shape human behavior and interactions? 2. What are social inequality and injustice's root causes and consequences? 3. How can sociological insights inform our approach to addressing real-world social issues? Key Topics: 1. Introduction to Sociology: Concepts, theories, and research methods. 2. Institutions: Family, education, religion, the media, etc. 3. Socialization and Identity: How individuals develop within society - how a society develops people. 4. Social Structures and ROles: Class, race, gender, etc. 5. Deviance and Social Control: Crime, conformity, and the criminal justice. 6. Social Change: Technology, globalization, and social movements. 7. Applied Sociology: Using Sociology theories and methods in society. Learning Outcomes and Objectives: The main objective of the Sociology course is to equip students with the essential tools to analyze and understand the complex web of human societies. By encouraging social-emotional growth and the development of critical thinking and executive functioning skills, this course will empower students to apply sociological insights to create positive change in the world. 1. Students will analyze and interpret social phenomena and perspectives. 2. Students will develop critical thinking skills by analyzing policies, decisions, and current events. 3. Students will develop critical thinking and research skills through sociological inquiry. 4. Students will discuss complex social issues and controversies. 5. Students will apply sociological knowledge to real-world problems and advocacy efforts. 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: Examining historical strategies will foster effective decision-making skills. MS Social Studies Next Middle School Social Studies seeks to answer the essential question: "What are the critical aspects of modern societies". Building off the study of early human civilization, MS Social Studies broadly covers the world as it progresses from medieval to modern. Students will think critically about how human societies created a modern world through political, economic, social, cultural, and geographic lenses. Topics covered include (but are not limited to): The Renaissance, Scientific Revolution, global empires, the Age of Revolution, Industrialization, and major 20th century conflicts. Students will use primary and secondary sources to make inferences about historical topics and think critically about identity, perspective, and cultural differences. Time is also spent discussing current events, geography, and the qualities of a global citizen. Medieval History Next 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. Social Studies (2/3) Next 2nd and 3rd grade Social Studies Sourcing, evaluating, compare/contrast, problem v solution, cause and effect, theorizing, asking questions, recognizing patterns, drawing conclusions, perspective taking, bias, change over time, recognizing timelines, reading maps, reading graphs, debating. Social Studies (K/1) Next Course Description: The Kindergarten and First Grade Social Studies course is designed to introduce young learners to the world around them and develop their understanding of basic social studies concepts. Through engaging activities, discussions, and hands-on experiences, students will explore topics such as community, diversity, geography, history, and citizenship. Course Objectives: 1. Community: Students will learn about the concept of community and develop an understanding of their roles and responsibilities within their own community. They will explore different community helpers, local landmarks, and community traditions. 2. Diversity: Students will develop an appreciation for diversity and learn about different cultures, traditions, and celebrations. They will explore similarities and differences among people and develop respect for others. 3. Citizenship: Students will learn about the rights and responsibilities of being a good citizen. They will explore concepts such as fairness, honesty, and respect for others. They will also learn about the importance of rules and laws in society. Teaching Methods: The course will utilize a variety of teaching methods to engage students and make social studies concepts meaningful and relevant. Teachers will incorporate read-alouds, discussions, hands-on activities, and virtual field trips to bring the content to life. Role-playing, simulations, and project-based learning will also be used to deepen understanding and promote active participation. Assessment: Assessment will be ongoing and varied, including observations, informal assessments, and projects. Students may be assessed through discussions, presentations, written reflections, and hands-on activities. These assessments will provide feedback to students and parents on progress and areas for growth. Teachers will use assessment data to inform instruction and tailor learning experiences to meet the needs of all students. Algebra I Next Core Connections Algebra is the first course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data. On a daily basis, students in Core Connections Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas. The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and application). The lessons in the course meet all of the content standards, of Appendix A of the Common Core State Standards for Mathematics. The course embeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course. Key concepts addressed in this course are: - Representations of linear, quadratic, and exponential relationships using graphs, tables, equations, and contexts. - Symbolic manipulation of expressions in order to solve problems, such as factoring, distributing, multiplying polynomials, expanding exponential expressions, etc. - Analysis of the slope of a line multiple ways, including graphically, numerically, contextually (as a rate of change), and algebraically. - Solving equations and inequalities using a variety of strategies, including rewriting (such as factoring, distributing, or completing the square), undoing (such as extracting the square root or subtracting a term from both sides of an equation), and looking inside (such as determining the possible values of the argument of an absolute value expression). - Solving systems of two equations and inequalities with two variables using a variety of strategies, both graphically and algebraically. - Representations of arithmetic and geometric sequences, including tables, graphs, and explicit or recursive formulas. - Use of exponential models to solve problems, and to compare to linear models. - Investigation of a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions. - Use of function notation. - Statistical analysis of two-variable data, including determining regression lines, correlation coefficients, and creating residual plots. - The differences between association and causation, and interpretation of correlation in context. - Comparison of distributions of one-variable data. Calculus I Next Calculus covers all content required for the AP® Calculus Test - both AB and BC. The course starts with five major problems that introduce the following big ideas of calculus: optimization, limits, differential equations, exponential functions, the relationship between distance and velocity, piecewise functions, volumes of revolution, volumes by slicing, and the Fundamental Theorem of Calculus. Each of these five major problems is revisited again later in the course for students to solve using new calculus knowledge. Each chapter reviews the concepts developed previously and builds on them. The curriculum contains several key labs and hands-on activities throughout the course to introduce concepts, such as when students recognize that the rate of a walker relates to the slope of a graph in the "Slope Walk." Labs also develop conceptual understanding, such as when the students discover instantaneous velocity in the "Ramp Lab." Students learn about derivatives and integrals simultaneously during the first four chapters and both are presented geometrically and in context. The first four chapters cover: Pre-calculus topics, such as trigonometric functions, domain and range, and composite functions Limits and continuity Applications of rates of change, such as velocity and acceleration The difference between average velocity and instantaneous velocity The definition of a derivative and the Power Rule Slope Functions - functions that find the slope of another function for all values in the domain Differentiability and non-differentiability Increasing and decreasing functions and concavity Estimating the area under a curve with a Riemann Sum Area functions - functions that find the area under a curve from 0 to all values in the domain The fifth chapter connects derivatives and integrals together with the Fundamental Theorem. Chapters six through nine cover: How to find the distance, velocity and acceleration of an object when given information about its position, velocity or acceleration Optimization o Related Rates o Derivative tools such as the Product, Quotient and Chain Rules, as well as implicit differentiation and finding derivatives of all trigonometric and inverse trigonometric functions The derivative and integral of the natural logarithm and y = ex The Mean Value Theorem o Integration using Substitution Differential Equations and Slope Fields Volumes of Revolutions and volumes of known cross-section Calculus II Next Some material required for the BC Calculus Exam is introduced throughout the course in optional extensions of Chapters 5 - 9. These topics include: Newton's Method l'Hopital's Rule Improper Integrals, as well as integrating with partial fractions and integrating by parts Arclength Chapters ten through thirteen cover additional BC Calculus content, including: Convergence and divergence of infinite series Differentiation and integration of polar functions, as well as parametric functions and vector functions Logistic Curves Approximating functions with polynomials Taylor and Maclaurin Polynomials, as well as the error Geometry Next Core Connections Geometry is the second course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions and building a formal understanding of similarity based on dilations and proportional reasoning. It also helps students develop the concepts of formal proof, explore the properties of two- and three-dimensional objects, work within the rectangular coordinate system to verify geometric relationships and prove basic theorems about circles. Students also use the language of set theory to compute and interpret probabilities for compound events. Math (2/3) Next Second and third grade math skills which include numbers & operations, algebra & algebraic thinking, measurement & data, and geometry. Numbers to 1,000, addition, subtraction, length, weight, multiplication, division, mental calculation, money, fractions, time, capacity, graphing, shapes, numbers to 10,000, tables, measurement, geometry, area, perimeter, division with remainders, multi-step word problems.

Journal of Curiosity & Creativity An Online Collection of Work and Projects Created by Lang School Students The work featured in this collection: highlights students' interests, passions and curiosities captures something of the joy associated with work that emerges from committed effort reflects what can be accomplished with guidance from a teacher/mentor supports student agency as students are asked to take increasing responsibility for initiating and driving their learning experiences amplifies the belief that work that demonstrates student learning must be shared with the wider community. Godzilla High Line students built a miniature city . . . Read More Image into Sound Students photographed themselves making light paintings that involved moving glow sticks in a dark room . . . Read More From the Music Studio This is a collection of recording made during the 2025-2026 school year across grades 1-12. Read More Prints Students explore printing techniques. Read More Found Castle Using found objects to create. Read More Rainforest Action Initiative This is placeholder text. To change this content, double-click on the element and click Change Content. Read More

In grades 6-12, Lang offers individualized instruction with tailored supports and enrichment, preparing students for college with a focus on passions, portfolios, and internships. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Middle & Upper School GRADES 6–12 Our Middle and Upper School curriculum and instruction dovetails with and expands the Lower Schools’s focus on classroom-based individualized instruction, so students are empowered to take ownership of their learning process and goals. Students continue to access a menu of empirically validated pull-out and push-in supports to advance their learning and specialization. Beyond taking college entry requirements, students choose electives, develop a portfolio, acquire mentors, apply for competitive internships, and choose their college majors — generally by their junior year. A multi-disciplinary plan is created targeting each child's unique needs in the context of a classroom, where extensive enrichment options complement our robust academic curriculum. We employ evidence-based best practices — Zones of Regulation, Positive Behavior Supports, Collaborative & Proactive Solutions, and more — in order to grow awareness and skills in social-emotional, behavioral, and sensory self-regulation. OUR CURRICULUM Course Offerings We prepare 6th to 12th-grade students for college by incorporating their unique needs and passions into each school day, offering early opportunities for the development of individual talents that become the foundation for a college major and keep motivation at the heart of each school day. Our integrated, empirically validated interventions include DBT, OTMP (to develop executive functions), and more. In BASIS classes at the end of the school day, students receive academic acceleration or support from content-area specialists. 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, and grows the inspiration of tomorrow's innovators and thought leaders. Academics at The Lang School are based on our integrated curriculum, a paradigm shifting, cross-curricular framework that propels education beyond STEM- and STEAM-based programs. It posits the equal importance of these four major knowledge domains; that they are best explored in an integrated way; and that the skill sets emphasized by each exponentiate learning and discovery in the others. Perhaps most critically, our integrated curriculum restores at its core what STEM and STEAM have left behind: a critical, speculative lens 2,500 years in the making that brings values and ethics back into focus through the humanities, a domain defined not only by art (and the arts), but by history, philosophy, literature, language and linguistics. Our integrated curriculum is engineered by STEM, inspired by the arts, and driven by the humanities. Our Middle and Upper School Talent Development Program draws on and develops student passions daily. Each student is assigned a teacher/coach who helps define and organize the exploration of a specific year-long "IndieStudies" project of the student's choosing. Domains are wide ranging — from studying the history of surgical knots, to creating an multi-media autobiography, to learning to take apart & reconstruct a Porsche — and are individualized to the skills that a student wants to develop further. At the end of the year, students present their work to a round table of staff and select peers. It is possible to integrate aspects of a student's IndieStudies project into their core and elective courses (see below). COLLEGE GUIDANCE Mathematics Calculus Typical 12th grade math students take calculus. Calculus is open to advanced and very advanced math students in the Upper School who show exceptional mastery and understanding of Algebra and Geometry. Algebra Typical 8th grade math students take Algebra. Advanced 7th grade students take Algebra with the 8th graders. Pre-Algebra Precalculus Typical 11th grade math students take Precalculus. Advanced Upper School math students can be accelerated if they have demonstrated mastery of Algebra and Geometry. Seventh and 8th grade math students not yet ready for Algebra complete the Math in Focus (Singapore math) program used in the Lower School. Advanced Mathematics Geometry Typical 9th grade math students take Geometry. Advanced 8th grade and very advanced 7th grade math students who have demonstrated solid algebraic thinking skills take Geometry. Half of our math students complete Calculus before 12th grade and move on to a more open-ended exploration of mathematics across multiple domains, including advanced Calculus II integration, topology, graph theory, combinatorics, statistics, and the like. Computer Science, Applied Logic & Engineering Computer Science These courses aim to provide students with a comprehensive understanding of the fundamental principles of computer programming, including algorithmic thinking, logic, control flow, and data types. Through hands-on programming exercises and real-world applications, students will learn how to design and implement computer programs using a modern programming language, such as Python or Java. The courses emphasizes problem-solving skills, critical thinking, and creativity in approaching computational problems. More advanced courses aim to provide students with a comprehensive understanding of object-oriented programming (OOP) principles and methodologies using the Java programming language. Through in-depth theoretical concepts and hands-on coding exercises, students learn the core tenets of OOP, including classes, objects, encapsulation, inheritance, polymorphism, and abstraction. The content of the course aligns with the Computer Science A (CSA) AP exam. Applied Logic (Programming) Students in the Upper School with an engineering focus take weekly classes in Programming alongside a required course in Formal Logic. Typically, these students continue to learn the basics of object-oriented, Java programming using Greenfoot. Advanced students start working in either NetBeans or Eclipse IDE (Integrated Development Environment). Engineering, 3D Modeling, & Prototyping Students interested in exploring these area regularly do so through our IndieStudies program. 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 use Blender, an advanced, open-source 3D modeling application. Interested s tudents learn traditional modeling and prototyping skills, such as how to work with plasticine clay and casting molds in silicone. Science Biology Seventh to 12th grade students with an interest in and advanced understanding of social sciences or dynamic organisms take Biology. The course is offered at two levels and begins with an emphasis on biological systems as a whole. Students then consider the preeminent principle of the field: the biological survival instinct. They investigate how the 2nd Law of Thermodynamics dictates many of the behaviors of organisms, as well as how energy flows through the environment and forces organisms to constantly be on the hunt for good energy sources. Students who have demonstrated an understanding of organic systems move on to Biology II. In Biology II, students focus on genetics and biochemistry. Students learn to use trionocular microscopes and practice DNA/RNA sequencing using our thermocycler. Chemistry Eighth to 12th grade students with an interest in the elements of the periodic table (and how the elements react under different circumstances) can take Chemistry I or II. Students in Chemistry I learn to understand the underlying periodicity of elements, the structure of atoms, and their valency properties that cause substances to react with each other. They practice stochiometry and use algebra to predict interactions between substances. Students have access to a fumehood for safely performing potentially volatile experiments. Students in Chemistry II move on to study more complex organic reactions. Physics Eighth to 12th grade students with a focus on engineering and fundamental science study Physics. This course places a heavy emphasis on making physics problems solvable using mathematics, logic, and heuristic methods (such as Fermi estimation). Students consider problems in the domains of kinematics and EM. Precalculus is a prerequisite for this course. Arts & Humanities ELA (English Language Arts) Advanced 7th to 8th grade writers can be accelerated into our 9th grade ELA class. Ninth to 12th grade students are placed in an ELA class appropriate for their proficiency level and focus in other areas of study. Students accelerated in Comparative History are similarly accelerated in ELA. Comparative History Our Comparative History courses focus on understanding the wider causative movements in human history and what has driven dramatic changes in society since prehistoric times. Students compare and contrast periods and regions throughout world history from early Mesopotamian and Indus Valley history to modern upheavals. Students examine how recent societal trends may be analogous to past historical transformations. Creative Lab Our Upper School art program is suitable for both visual artists and young engineers. The courses includes basic drawing skills and more highly conceptual work that incorporates a wide variety of materials, electronics, and digital media as forms of expression. Formal Logic Eighth and 9th grade students are required to take this weekly course, which is also open to 6th and 7th graders with advanced abstraction skills. Music Students committed to learning an instrument are provided 1:1 and/or small group training in composition and technique by one of our music teachers. Students are provided opportunities to practice their skills throughout the week and to perform for our parent community. We also offer chorus, jazz and rock ensembles, and music production courses in our stand-alone music studio. Drama Our drama courses focus on the art of writing and expressing stories, incorporating a wide variety of techniques in acting, improvisation, choreography, and both stagecraft and stage management. More traditional drama practice is complemented by theatre performance field trips and theatre troupe visits to the school. Improvisation coursework emphasizes saying "Yes, and...." to being to peers in the moment in order to achieve a desired effect: laughter. Improv is taught by our drama teacher, a Second City-trained comedian, and our speech therapist (with an eye toward social pragmatics and social development). Performing Arts Our performing arts courses focus on the intersection of music, drama, collaboration, and movement. These classes are co-taught by drama and music teaching teams. In partnership with other disciplines and the Lower School, the performing arts students organize two performances each school year.

Return to Application Page Why a Neuropsychological Evaluation Is Preferable for Admission to The Lang School The Lang School serves twice-exceptional (2e) learners—students with advanced cognitive potential alongside learning, attentional, social-emotional, or other neurodevelopmental challenges. To determine whether a student will thrive at Lang, the admissions team needs a full picture of how the child thinks, learns, and regulates themselves, not just their academic profile. Why neuropsychological testing provides a better fit: It clarifies the child’s learning profile beyond IQ and academics – Lang looks for students with superior cognitive strengths (often in one or more subdomains, even if the overall IQ is uneven). It identifies co-occurring challenges – such as ADHD, autism, or executive functioning weaknesses, which can shape classroom support needs. It informs individualized programming – The detailed cognitive and emotional data helps Lang design tailored supports and determine whether their model can meet the student’s needs. It strengthens the case for placement – For families seeking district funding, a neuropsychological evaluation provides diagnostic evidence and a rationale for why a highly specialized setting like Lang is appropriate. In short: A psychoeducational evaluation shows what a child can do academically. A neuropsychological evaluation shows how and why they perform the way they do—and whether Lang is the right fit to support their growth. Tests Typically Included: Neuropsychological Evaluation Includes everything in a psychoeducational evaluation, plus a deep dive into cognitive, attentional, and emotional functioning. Possible components: Cognitive / Executive Function: Delis-Kaplan Executive Function System (D-KEFS) NEPSY-II (attention, memory, social perception, sensorimotor skills) Wisconsin Card Sorting Test (set-shifting) Tower of London (planning/organization) Attention & Processing: Conners Continuous Performance Test (CPT-3) Test of Variables of Attention (TOVA) Processing Speed measures (e.g., WISC Coding, Symbol Search) Memory & Learning: Children’s Memory Scale (CMS) California Verbal Learning Test – Children’s Version (CVLT-C) Rey Complex Figure Test Language & Visual-Spatial: Boston Naming Test Peabody Picture Vocabulary Test (PPVT-5) Judgment of Line Orientation Fine Motor & Visual-Motor: Beery VMI (detailed scoring) Grooved Pegboard Test Emotional & Behavioral: Behavior Assessment System for Children (BASC-3) Child Behavior Checklist (CBCL) Reynolds Child Depression and Anxiety Scales Adaptive Functioning: Vineland Adaptive Behavior Scales (Vineland-3) Psychoeducational Evaluation Focuses on intellectual ability + academic achievement. Common tests: Cognitive / IQ: Wechsler Intelligence Scale for Children (WISC-V) Stanford-Binet Intelligence Scales Kaufman Assessment Battery for Children (KABC-II) Academic Achievement: Woodcock-Johnson Tests of Achievement (WJ-IV) Wechsler Individual Achievement Test (WIAT-4) Kaufman Test of Educational Achievement (KTEA-3) Basic Processing Skills: CTOPP-2 (phonological processing) GORT-5 (oral reading fluency) KeyMath-3 (for math skills) Optional screeners: Beery VMI (visual-motor integration) BRIEF-2 (parent/teacher forms for executive function)

Lang’s curriculum integrates math, science, engineering, and the humanities, emphasizing Socratic questioning and interdisciplinary learning for grades 1-12. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Our Integrated Curriculum Framework The school’s curriculum is integrated across the subject domains of mathematics, engineering, science, and the humanities (including the arts). The framework focuses on integrating all strands of academic disciplines: from ELA to the so-called STEAM fields (science, technology, engineering, arts and math). The curriculum framework recognizes that learning and its associated technologies need to be driven by social goals and that innovation is ideally guided by lessons learned from history, philosophical study, and artistic and poetic exploration. Instead of being primarily formed around and centered on “big ideas”, the framework centers on deceptively simple, ageless, and universal questions that we began asking ourselves not long after we acquired language; questions for which we still today seek better answers. Lang students engage with deep Socratic questioning throughout each school year — course and unit-related questioning that in grades 1-5 are based on that year’s school-wide theme. In grades 6-12, the big questions are defined by a five year scope and sequence that prepare students for a successful post-secondary education. Good universal questions can be engaged with at all levels, allowing for effective in-class differentiation. In each unit’s lessons, teachers across grades posit to students a set of developmentally appropriate essential questions that help them pursue thoughtful responses to the core complexities that the bigger, ageless, and universal questions expose. As an organizing curricular structure, this integrated framework recognizes that each learner has their own launch point and journey toward mastery in each subject. The framework’s implicit assumption is that even our youngest students have intellectual lives rich with complex concepts about how and why the world works as it does. First graders and doctoral students alike can engage at their own level with inquiry. Along with learning foundational skills, know-how (content area-specific practical skills), and know-what (content area-specific knowledge) in each course, all students explore how the unit's organizing questions intersect with and interrogate that course’s content. We support, nurture, inspire, and challenge students as they journey from elementary through high school and as they become productive artists, writers, entrepreneurs, scientists, mathematicians, engineers, and all the other richly diverse roles we take on as adults in our work lives. Lang’s assumption is that school is our students’ first workplace and, thus, should be an examined and values driven experience. True to an interdisciplinary approach, core skills like encoding and decoding, evaluating resources, and configuring and imagining the state of the physical world around us are taught throughout the curriculum and across subjects. Core Subjects LOWER, MIDDLE & UPPER SCHOOLS Core subjects in the Lower School refer to instruction in English language arts (ELA), math, social studies, science, civics, applied logic, and a foreign language. Science and social studies classes are integrated with instruction in reading and writing, and are taught by homeroom teachers. Math is co-taught by a math specialist (we have Lower and Upper School math specialists) and homeroom teachers. ENGLISH LANGUAGE ARTS (ELA) MATHEMATICS SOCIAL STUDIES & COMPARATIVE HISTORY SCIENCE CIVICS APPLIED & FORMAL LOGIC FOREIGN LANGUAGE PHYSICAL EDUCATION In the Middle and Upper School, core subjects are ELA, math, comparative history, and science — each taken three or four times weekly and worth three credits each — as well as once to twice weekly classes in civics, applied & formal logic, a foreign language, and physical education, each worth one to two credits. CIVICS Supporting Subjects LOWER, MIDDLE & UPPER SCHOOLS Supporting subjects in the Lower School are once weekly, required classes: applied logic, engineering, music, drama/improv, and creative lab (art/makerspace). 3D MODELING COMPUTER SCIENCE ENGINEERING MUSIC & DRAMA/IMPROV CREATIVE LAB (ART/MAKERSPACE) In the Middle and Upper School, what is considered a supporting subject depends on the specialization a student is trending towards: engineering, science, creative arts, or the humanities. High school students who take a specific set of supporting courses can have their specialization cited on their transcript. Electives MIDDLE & UPPER SCHOOL Middle and Upper School students can choose to take one to two, once weekly electives per semester, depending on individual schedule and workload. Some electives have prerequisites; all award credits on student transcripts. ASTRONOMY COMPUTER SCIENCE COOKING CREATIVE WRITING DRAMA/IMPROV ELECTRONICS GAME DESIGN LIFE SKILLS MEDIA PRODUCTION MUSIC ENSEMBLE SOCIAL JUSTICE WORLD CULTURES Talent Development LOWER, MIDDLE & UPPER SCHOOLS Lang is fundamentally dedicated to helping students identify, understand, and leverage their precocious abilities and passions, then develop these into talents. KIDWORKS INDIESTUDIES The structure of our Talent Development Program is based on the phases of one's journey toward expertise or eminence: exploration, "falling in love," commitment, followed by extensive hard work. Talent Development in the Lower School is called KidWorks and, in the Middle and Upper School, IndieStudies and Internships. Core Classes THE LANG SCHOOL CURRICULUM English Language Arts (ELA) World Language ELA in the Lower School is structured according to the Reading and Writing Workshop model developed by TCRWP (Teachers College Reading & Writing Project). Social studies are woven into much of their ELA classes according to our integrated framework; these students also receive instruction dedicated to explicit reading and writing strategies. Students with diagnosed language-based learning challenges that impact their acquisition of reading and writing skills receive 1:1 support from our learning specialist. In grades K through 5 each student’s reading level is assessed three times each school year using the F&P Text Level Gradient developed by Irene Fountas and Gay Su Pinnell. The Gradient assigns a level from A–Z to students based on their demonstrated decoding, fluency and comprehension skills. our fiction library books are all marked according to their F&P level. K–5 students are coached in sustained silent reading (SSR) daily. All students learn to select “just right,” “independent” reading material that is appropriately challenging. Based on the interests and needs of their students, teachers in each Lower School classroom decide which specific TCRWP writing and reading units of study — persuasive writing, historical fiction, or information writing, for example they will explore and emphasize. Teachers often align student writing projects with subject matter covered in social studies and science. Past projects have included a schoolwide newspaper, poetry anthologies, and multimodal advertising (i.e., posters, videos, and other media). Students in the Middle and Upper School take ELA four times weekly. Exposure to a second language awakens and reinforces each student’s awareness of how language shapes perceptions, insights and identity itself. Our integrated framework seeks to create a deeper understanding of all languages, from French to the highly formalized symbol system of math and to the less formal, more idiosyncratic vernacular of the visual arts. From K through 3rd grade, and during at least three years in high school, students receive foreign language instruction three times weekly. In 4th through 8th grade, students take a foreign language class twice weekly. Applied & Formal Logic The Lang School’s logic curriculum is inspired by the evidence-based proposition that This course aims to equip students with the fundamental concepts of logic and algorithmic thinking, laying the foundation for their understanding of computer programming. Through engaging hands-on activities and interactive projects, students will learn how to break down problems into smaller, more manageable steps, design solutions using algorithms, and apply their knowledge to create their own computer programs. Social Studies & Comparative History Mathematics For students in K through 5th grade, The Lang School teaches foundational math skills using the Singapore Math program Math in Focus8. Singapore Math treats mathematics as the singular, stand-alone subject that it is, rather than as a means to an algorithmic or purely practical end. The Singapore Math approach focuses on revealing the conceptual underpinnings of mathematics to students in three steps: concrete, pictorial, and abstract. This process follows the same development as all symbolic and conceptual systems, beginning with the observable and transitioning to abstraction. In grades K-8, Students’ math skills are normatively assessed twice yearly using “i-Ready,” a system based on the Quantile Framework for Mathematics. Students in the Middle and Upper School use the Core Connections series from College Preparatory Mathematics (CPM). Depending on their current level of proficiency, students in the upper grades generally take the following sequence of classes: Pre-Algebra Algebra Geometry Pre-Calculus Calculus Our most advanced math students receive additional individualized instruction in mastering a wider variety of mathematics (e.g., graph theory, topology, combinatorics, etc.). The Lower School (grades K-5) have a social studies curriculum that is strongly integrated with their ELA. They are trained to think critically about claims made about a variety of subjects in order to prepare them for the comparative framework used in the Upper School. In comparative history, the emphasis is on understanding how to study larger trends in history and to research and compare how different social conditions influenced diverging or similar outcomes. Comparative history takes a grand overarching look at human evolution from hunter / gatherers to our modern globalized society. Physical Education (P.E.) Our P.E. program focuses on developing core strength, proprioceptive awareness, self-regulation, and mindfulness. Students in grades K through 5 receive explicit P.E. instruction weekly in addition to active daily outdoors recess (weather permitting). Grades 6-12 have three P.E. classes per week. Classes utilize our flexible gym space and, when the weather permits, classes often take place in the parks proximal to the school. Physical education for twice-exceptional (2e) learners at The Lang School is a supportive and inclusive experience that acknowledges the unique strengths and challenges our students may face. 2e children have diverse personalities and abilities, making it essential to avoid generalizations and accommodate individual needs. Our physical education program enhances the 2e student's experience by addressing specific challenges and fostering a more supportive environment. Some Challenges in P.E. Class for 2e Learners: Social Connection: 2e children might struggle with social connections due to their unique characteristics, such as asynchronous development and difficulties with executive functions. This can result in misreading social cues, difficulty in team selection, and heightened nervousness. Sensory Overload: A traditional gym environment is often noisy and overwhelming, with sudden, unexpected sounds like whistles. For 2e students, this sensory overload can lead to overstimulation and reactivity. Perception of Fairness: 2e learners often have a strong sense of justice and fairness, which can lead to frustration during games or competitions when rules are perceived as fuzzy or teammates aren't as committed. Need for Movement: Ironically, the need for movement can be a challeneg for 2e students when they're asked to stand in line or wait for instructions, which may not align with their expectation of physical activity. Negative Experiences: Negative interactions or past challenges in gym class can be strongly remembered by 2e children, leading to anticipatory anxiety and difficult behavior. Lang Strategies for Physical Education Classes: To create a positive and supportive experience for 2e students in P.E. class, we employ the following strategies: Supervision and Safety: We are attentive to 2e students who may need additional support and guidance during class. We help them develop skills in group interactions, understand game nuances, and address sensory sensitivities. Focus on Cooperative Games/Activities: By focusing on collaborative and cooperative play, classes become an important context for students to work on social pragmatic skills and strategies. Many traditional competitive P.E. games and activities can be thoughtfully transformed into experiences that support collaborative peer-to-peer engagement and problem solving. Team/Group Selection: We avoid leaving team/group selection to the students. When called for, we create teams intentionally to ensure that 2e students are with patient and empathetic peers. Assign Responsibilities: We often give 2e students tasks during times of limited movement. This can include completing a fitness cycle or fetching/gathering materials, which helps them understand the rules and remain engaged. Use Humor: We infuse humor into our class to make them more lighthearted as laughter can reduce frustration and tension. Minimize Startling Cues: If a whistle is jarring for some students, we consider alternative ways of getting students' attention. We seek feedback from students to find the most suitable approach. Tailor Activities: We allow students to choose from a checklist of physical activities based on their preferences and abilities. This personalized approach makes classes more enjoyable for everyone. Physical education, when designed with awareness and inclusivity, can provide 2e students with a positive and supportive environment. These strategies help to create a space where all students can enjoy the benefits of physical activity. Science Students are taught to reflect on their experiments using the MRACIS sequence — Method, Results, Analysis, Conclusion, Introduction, Summary — and to report their results through the SIMRAC structure (Summary, Introduction, Result, Analysis, Conclusion). The scientific process is introduced as a wider framework of observing, making claims, and verifying claims, as well as relying on peer review, evaluation, and the leveraging of other people’s work. Middle and Upper School students variously have one to three sessions of lab science each week. Lower School students have one session weekly available to work in the lab. During lab science sessions for the youngest students, the emphasis is on familiarizing them with safety procedures and the necessary protocols for all work in the lab. Students in the Upper School (grades 6-12) take classes three times weekly from one of the following domains: Biology Chemistry Physics Supporting Subjects THE LANG SCHOOL CURRICULUM Drama & Music Lower schoolers are scheduled for one drama and one music class each week. Middle and Upper School students can elect to participate in a drama or music class once weekly. The drama and music work of all participating students culminates in an end-of-year performance that showcases their accomplishments. Computer Science These courses aim to provide students with a comprehensive understanding of the fundamental principles of computer programming, including algorithmic thinking, logic, control flow, and data types. Through hands-on programming exercises and real-world applications, students will learn how to design and implement computer programs using a modern programming language, such as Python or Java. The courses emphasizes problem-solving skills, critical thinking, and creativity in approaching computational problems. More advanced courses aim to provide students with a comprehensive understanding of object-oriented programming (OOP) principles and methodologies using the Java programming language. Through in-depth theoretical concepts and hands-on coding exercises, students learn the core tenets of OOP, including classes, objects, encapsulation, inheritance, polymorphism, and abstraction. The content of the course aligns with the Computer Science A (CSA) AP exam. Creative Lab (Art) Our Creative Lab program is imbued with the spirit and approaches of the STEAM and Maker movements in education. These movements are new names for what is deeply rooted in tradition: the intricately linked and interdependent nature of art and technology. Each technological revolution has given rise to new art forms, and new art forms continuously inspire new insights into the uses and limits of technology. This renewed and strengthened awareness of the connectivity between science, technology, engineering and math is also embraced by The Lang School’s integrated framework. Younger students use paper engineering, color dying, and other richly kinesthetic activities to express ideas and explore forms. Older students venture into the use of motors, microcontrollers, and other electronics to creatively investigate the meaning(s) of the world around them. Students learn a wide variety of integrative, industrial arts procedures, from silk screening to electroplating. Engineering, 3D Modeling, & Prototyping Students interested in exploring these area regularly do so through our IndieStudies program. 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 use Blender, an advanced, open-source 3D modeling application. Interested s tudents learn traditional modeling and prototyping skills, such as how to work with plasticine clay and casting molds in silicone. Talent Development THE LANG SCHOOL CURRICULUM KidWorks Our Lower School students spend the first three months of each school year exploring each of four domains in weekly two-hour sessions. At the end of this period, based on documented faculty "noticings," the student’s performance, and the student’s interest, a placement in one of our four KidWorks groups is suggested. This school year, our four groups are: Illustrators Tinkerers Musicians Storytellers KidWorks coaches regularly conference with each student, so that students learn to identify and advocate for their preferences. Though native abilities make it easier to master some domains, commitment and hard work are required in order to achieve excellence and can compensate for difficulties in mastering many skills. If a child demonstrates both strong interest and a willingness to work hard, they will be placed in their preferred group regardless of staff observations and recommendations. From January through June, KidWorks students explore projects in their domain in greater depth and with increasing constraints. IndieStudies Each Middle and Upper School school student is assigned a teacher as a coach with whom they will define and explore a domain they'll dedicate themselves to throughout the school year. Domains are wide ranging — from studying the history of surgical knots, to creating a multi-media autobiography, to learning to take apart & reconstruct a Porsche — and are individualized to the skills that a student wants to develop further. IndieStudies students also work with their coach to identify resources and potential mentors outside of the school. A mentor is an expert in the field under investigation who devotes time to working 1:1 with the student (supervised by the coach), providing both feedback and guidance. At the end of the school year, Upper School students present their work, process, and discoveries to a round table consisting of adults with domain-specific knowledge and select peers. Lower School students ready to pursue a passion project with discipline and supervision are also invited to participate in our IndieStudies program.

In grades 6-12, Lang offers individualized instruction with tailored supports and enrichment, preparing students for college with a focus on passions, portfolios, and internships. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS UPPER SCHOOL GRADES 6–12 The tailored curriculum and instruction of our Upper School dovetails with and expands on the Lower School’s focus on classroom-based instruction, so students are empowered to take ownership of their learning process and goals as they gradually prepare for college. Our 6th to 12th grade students continue to access a menu of empirically validated push-in and pull-out supports, as needed, to advance their learning and specialization. In WIN (What I Need) classes, students receive small group or 1:1 academic acceleration, support from content-area specialists, or oull-out support services. We incorporate students’ unique needs and passions into each school day, offering opportunities for the development of individual talents (IndieStudies) that become the foundation for a college major and keep motivation at the heart of each school day. Beyond taking college entry requirements and college level courses, our Upper School students can choose their electives, acquire mentors, develop a portfolio, participate in internships during the school day, and regularly apply for competitive summer programs. As in the Lower School, a multidisciplinary plan is created that targets each student's unique needs in the context of a classroom of peers, where extensive enrichment, acceleration and remediation options complement our robustly differentiated academic curriculum. We employ evidence-based best practices and goal-oriented therapeutic approaches— Organizational Skills Training (OST) to support organization, time management and planning Positive Behavior Supports Collaborative & Proactive Solutions Regular self-reflection and strategies drawn from: Cognitive Behavioral Therapy Dialectical Behavioral Therapy —in order to improve student self-awareness, increase the ability to ask for and leverage help, and develop a self-regulation toolkit in the social-emotional, behavioral, sensory/physical, and academic learning domains that students will take with them when they graduate from our program. We prepare 6th to 12th-grade students for college by incorporating their unique needs and passions into each school day, offering early opportunities for the development of individual talents that become the foundation for a college major and keep motivation at the heart of each school day. Academics at The Lang School are grounded in our commitment to project-based learning and an orientation that builds connections and integration across traditional subject area domains. Additionally, our focus on student interests and strengths creates high-levels of student engagement and provides a pathway into supporting skill development in areas of challenge. Our Upper School Talent Development Program surfaces and stokes passions, provides structure and viability for big ideas, instills a sense of purpose and commitment, and, ultimately, develops gifts. Each student is assigned a teacher/coach who helps define and organize the exploration of a specific semester or year-long "IndieStudies" project of the student's choosing. Domains are wide ranging—from studying the history of surgical knots, to creating a multimedia autobiography, to learning to take apart & reconstruct a Porsche—and are individualized to the skills that a student wants to develop further. At the end of the year, students present their work to a round table of staff and select peers who will critique and share feedback with the presenter. It is possible to integrate aspects of a student's IndieStudies project into their core and elective courses. Our holistic approach integrates academic instruction, executive functioning support, and social-emotional learning, ensuring that students develop the skills, self-awareness, and resilience needed for both college and life beyond. By emphasizing talent development, real-world application, and interdisciplinary learning, Lang equips students with the tools to become tomorrow's innovators, thought leaders, and lifelong learners. COLLEGE GUIDANCE SHOW ME MORE ABOUT THE CURRICULUM Portfolio Presentation Roundtables, a culminating learning experience for students in Grades 6–12 that centers reflection, growth, and student voice are a central part of the upper school program. Purpose & Goal The goal of the Portfolio Roundtables is for every student to reflect on and celebrate their unique learning journey by presenting a portfolio of selected work that best represents their progress, growth, and developing skills over the semester. Rather than focusing only on final grades or products, this process emphasizes: Reflection and self-awareness Growth over time Revision and feedback Clear communication about learning Timing January/February: ELA, Science, IndieStudies portfolio roundtables June: Math, History, IndieStudies portfolio roundtables Dates: Specific dates will be determined collaboratively and shared in advance What Are Portfolio Roundtables? Roundtables are small-group presentations (typically 3–4 students with one teacher/facilitator) where students: Showcase work that represents their learning and growth Explain the process behind their work, including challenges and revisions Reflect on academic skills, executive functioning, and learning strategies Engage in thoughtful dialogue and receive feedback from peers and faculty Assess content skills with staff facilitator What Is Included in a Student Portfolio? Each portfolio includes: A reflective “cover letter” (required) - Format options include written, audio/video, annotated slides, visual storyboard, or similar One major assessment or project (required) - Includes drafts, revisions, and feedback; may include PBL work Evidence of growth over time - Classwork, labs, quizzes, journals, problem-solving attempts, and revisions Content questions from units of study throughout the course of the semester A portfolio rubric used for reflection and feedback A roundtable presentation, with modifications provided as needed What Students Will Do During the Presentation Students guide the group through: What they set out to learn Evidence of progress and skill development Challenges they encountered and how they addressed them How feedback informed revisions Strengths, areas for growth, and next steps Answer content specific content questions from the current semester Modifications & Supports This process is intentionally designed to be accessible and neuroaffirming. Supports and modifications may include: Alternative formats (video, audio, written narrative, slides) 1:1 presentations or supported co-presentations Use of assistive technology, visual aids, or sentence stems Advisory and mentor support to prepare portfolios Why This Matters Portfolio Roundtables help students: Build self-advocacy and metacognition Practice reflecting on strengths and challenges Develop confidence in explaining their learning See growth as an ongoing process Authentic culminating assessment practice

THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE LIBRARY OUR CURRICULUM Our curriculum centers on deceptively simple, ageless, and universal questions that we began asking ourselves not long after we acquired language; questions for which we still today seek better answers. Lang students engage with deep Socratic questioning throughout each school year. Good universal questions can be engaged with at all levels, allowing for effective in-class differentiation. In each unit’s lessons, teachers across grades posit to students a set of developmentally appropriate essential questions that help them pursue thoughtful responses to the core complexities that the bigger, ageless, and universal questions expose. As an organizing curricular structure, this framework recognizes that each learner has their own launch point and journey toward mastery in each subject. The framework’s implicit assumption is that even our youngest students have intellectual lives rich with complex concepts about how and why the world works as it does. Along with learning foundational skills, know-how (content area-specific practical skills), and know-what (content area-specific knowledge) in each course, all students explore how the unit's organizing questions intersect with and interrogate that course’s content. We support, nurture, inspire, and challenge students as they journey from elementary through high school and as they become productive artists, writers, entrepreneurs, scientists, mathematicians, engineers, and all the other richly diverse roles we take on as adults in our work lives. Lang’s assumption is that school is our students’ first workplace and, thus, should be an examined and values driven experience. True to an interdisciplinary approach, core skills like encoding and decoding, evaluating resources, and configuring and imagining the state of the physical world around us are taught throughout the curriculum and across subjects. Central to this work is our commitment to project-based learning (PBL) and our ongoing work with The Buck Institute for Education and PBL Works. What is Project-Based Learning? Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. PBL Overview Impact on Students Equity & PBL Through Project-Based Learning (PBL), Lang teachers create engaging experiences that bring learning to life for students. Over periods ranging from a week to an entire semester, students focus on a specific project that requires them to solve a real-world problem or address a complex question. They demonstrate what they've learned through a tangible product or presentation, often aimed at an authentic audience. Through this process, students develop deep understanding of the subject matter while also honing critical thinking, teamwork, creativity, and communication skills. PBL fosters a creative and energetic learning environment, sparking enthusiasm among both students and teachers. Formally, Project-Based Learning is a teaching approach where students acquire knowledge and skills by engaging in an extended investigation of an authentic, challenging problem or question. This method emphasizes inquiry, relevance, and practical application. Project-Based Learning (PBL) blends subject mastery with meaningful, hands-on work and personal connections, leading to powerful learning outcomes. It enhances not only students' academic success but also their personal growth, helping them develop essential life skills and a sense of purpose in their education. PBL can be particularly transformative for students who face the most significant educational barriers. In today’s world, we need young people equipped to address both personal and global challenges, and PBL uniquely prepares them for these tasks through its focus on real-world problem-solving and inquiry-based learning. Here are some of the key ways PBL changes students' learning experiences: Engagement : PBL captures students' interest by making learning relevant to their lives and communities, encouraging them to solve problems that matter to them. Deeper Learning: It fosters a deeper understanding of content and greater retention, enabling students to apply knowledge in new contexts. Real-World Exposure: Students connect with professionals and their communities, helping to spark career interests. Sense of Purpose: Seeing the tangible impact of their work gives students a stronger sense of agency. Success Skills: They develop essential workplace and life skills, such as initiative, problem-solving, collaboration, and communication. Teacher Relationships: PBL fosters closer, more rewarding relationships between students and teachers, who share in the excitement of meaningful learning. Creativity & Technology: Students creatively use technology in all stages of their projects, from research to presentation. At Lang, we believe that the specific mindsets and approaches in Project-Based Learning (PBL) can be leveraged to provide equitable, impactful experiences for all students. Aligned with work developed by our partner PBLWorks at The Buck Institute for Education, this inquiry has resulted in the identification of four key "equity levers" that enhance PBL practices and ensure that all learners are reached. These levers build upon the Essential Project Design Elements and PBL Teaching Practices (see below), and are rooted in curiosity, reflection, and a commitment to ongoing equity work. Each lever is driven by a guiding question to help teachers maintain a focus on inclusivity. The Four Equity Levers in PBL Knowledge of Students: How can I better understand and build meaningful relationships with my students to design projects that honor their strengths, interests, and identities while meeting their individual needs? Cognitive Demand: How can I maintain high intellectual expectations and provide the necessary support to ensure every student advances in their academic mindset and cognitive growth? Literacy: How can I offer learning experiences that enhance students' abilities to read, write, listen, and speak across various contexts and subjects? Shared Power: How do I foster student voice, choice, agency, and interdependence in the classroom? These equity levers offer educators actionable insights to create a more inclusive, engaging learning environment, ensuring that every student can succeed in PBL. Key Elements of PBL Teachers create or adapt a project for their context and students, and plan its implementation from launch to culmination while allowing for some degree of student voice and choice. Teachers use standards to plan the project and make sure it addresses key knowledge and understanding from subject areas to be included. Teachers explicitly and implicitly promote student independence and growth, open-ended inquiry, team spirit, and attention to quality. Teachers work with students to organize tasks and schedules, set checkpoints and deadlines, find and use resources, create products and make them public. Teachers engage in learning and creating alongside students, and identify when they need skill-building, redirection, encouragement, and celebration. Teachers employ a variety of lessons, tools, and instructional strategies to support all students in reaching project goals. Teachers use formative and summative assessments of knowledge, understanding, and success skills, and include self and peer assessment of team and individual work. The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge. Students engage in a rigorous, extended process of posing questions, finding resources, and applying information. The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students’ lives. Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice. Students make their project work public by sharing it with and explaining or presenting it to people beyond the classroom. Students give, receive, and apply feedback to improve their process and products. Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them. Hover over elements to learn more Show me more about Lang's: K-5th Grade Program 6th-12th Grade Program

In Lower School (grades 1-5), Lang offers tailored learning with small class sizes, 1:1 tutoring, and enrichment. We use evidence-based practices and diverse curricula, including technology and interdisciplinary studies. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS LOWER SCHOOL GRADES K–5 The Lang School’s curriculum for grades K–5 lays a strong foundation for learning, empowering students to thrive academically and socially. In the Lower School, we tailor education to meet each student’s unique needs within small cohorts of no more than twelve. We utilize a blend of classroom instruction, fluid math and literacy groups, and personalized intervention support. Each student receives a multidisciplinary plan tailored to their unique needs, complemented by extensive enrichment, acceleration, and remediation options. We utilize evidence-based practices, including Responsive Classroom, Positive Behavior Supports, Collaborative & Proactive Solutions (CPS) and therapeutic strategies such as Cognitive Behavioral Therapy (CBT). These supports enhance students’ self-awareness and self-regulation across social-emotional, behavioral, and academic domains, equipping students with essential skills as they grow and develop. Our curriculum emphasizes project-based learning, integrating students’ interests and strengths into their daily activities. Through innovative educational approaches, students explore various subjects while developing critical thinking skills. Literacy methodologies include Orton-Gillingham, Self-Regulated Strategy Development (SRSD), and Teachers College Reading & Writing Workshop (TCRWP). Since many of our students tend to be resistant writers, the school helps students explore writing in a variety of nontraditional ways that build traditional writing skills. Our math curriculum blends Singapore Math with a workshop approach. Science, ELA and Social Studies classes are interdisciplinary in design and in-class work is regularly supplemented by field trips. At least twice yearly, the nationally normed MAP Growth reading and math assessments are administered. The Lang School also offers a range of developmentally differentiated programs in Performing and Visual Arts, French, Music, Coding, and Physical Education. Our Talent Development program for 1st-5th graders, Kidworks, engages students of all ages by drawing on student interests and strengths to develop relevant skills and dispositions. By blending rigorous academics with personalized support, we foster a nurturing environment that celebrates each child's strengths, equipping them to approach future Upper School challenges with confidence and resilience. SHOW ME MORE ABOUT THE CURRICULUM

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 ATHLETICS 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