Start with the learner
Turn a report into a school-day description.
We do not diagnose children, translate test results into a school list, or offer treatment advice. A qualified evaluator and the professionals who know the child should do that work. Parents can, however, convert dense documentation into observable questions a school must answer.
| What the file may describe | What the school must explain | What to observe |
|---|---|---|
| Language / literacy | Method, intensity, group size, daily minutes, progress measures, and who adjusts instruction. | Students reading and writing at instructional level—not a list of trademarked approaches. |
| Attention / executive functioning | Whether skills are directly taught, coached in class, supported by the environment, or left to an outside provider. | Transitions, materials management, assignment launch, repair after distraction, and fading of adult prompts. |
| Social communication / regulation | Peer grouping, counseling model, speech-language role, sensory access, behavior policy, and crisis boundaries. | Lunch, hallway, group work, disagreement, unstructured time, and how adults support without over-managing. |
| Advanced or uneven strengths | Subject acceleration, depth, grouping, independent work, and how remediation coexists with intellectual challenge. | Actual student work and course sequence—not “gifted” as a marketing label. |
| Adaptive / independence needs | Travel, money, self-care, vocational, community, and decision-making instruction; how goals become more independent over time. | Students using skills in real settings with an intentional plan to reduce support. |
Read each row as a sequence: identify what the child needs, ask what the school says it delivers, and observe whether the school day matches that explanation. A label alone does not complete any of those steps.
Schools themselves publish boundaries. Churchill says its model centers language-based learning disabilities and is not designed when autism, behavioral, or mood challenges are primary.Gateway publishes a list of diagnoses it does not accept as primary.Winston Prep says it does not accept primary behavioral or emotional symptoms.
Those statements are not value judgments about children. They are program-fit claims that parents should test with the full, current profile.
Age changes the decision
Elementary, middle, and high school are three different searches.
| Age band | Programs in scope | Core admissions question | Core future question |
|---|---|---|---|
| Elementary | Churchill K–12; Windward Manhattan Grades 1–8; Gateway ages 5–13; Gaynor ages 3.5–14; Aaron K–12; Quad K–12; Cooke K–21; Lang Grades 1–12; MMFS K–12. | Is the child ready for this group model, and will daily explicit teaching address the central learning barrier without narrowing curiosity or belonging? | Is this meant to be remediation followed by outplacement, a long-term K–12 home, or a decision revisited annually? |
| Middle school | All ten representative programs have a middle-age pathway, though Gaynor ends around age 14 and Gateway's majority transition at Grade 8. | Can the program support subject-specific learning, executive functioning, friendship, identity, and increasing independence at the same time? | What triggers outplacement? Who owns Grade 8 or later high-school applications, testing accommodations, records, and student voice? |
| High school | Churchill, Aaron, Quad, Cooke, Lang, MMFS, and Winston NYC. Windward Manhattan ends after Grade 8; Gateway after middle school; Gaynor before high school. | What diploma or credential is offered? What is the course sequence, credit-transfer policy, accommodation process, and true postsecondary preparation model? | Is the target college, vocational training, an 18–21 transition program, employment, independent living, or a deliberately mixed pathway—and how does the daily schedule build it? |
Do not infer a “genuine entry point” from grade range alone. Churchill says it expects openings for K–10 in its current process and usually has no placement past Grade 10. MMFS accepts entry through Grade 11, not Grade 12.
Windward contracts roll from February until eligible seats fill. Gateway admits based partly on class grouping.At every school, ask which grade and peer group actually has an anticipated opening now.
The therapy may be integrated; the commute is not
Campus geography changes the child's usable day.
| Location lane | Schools / divisions | What to verify |
|---|---|---|
| Upper East Side / East Harlem | Windward Manhattan at East 93rd; Cooke K–12 at 1713 Madison Avenue. | Actual subway/bus path, independent-dismissal age, DOE transport eligibility, and whether therapies or clubs push dismissal later. |
| Upper West Side / Lincoln Square | Gaynor at West 89th/90th; Gateway at West 61st. | Two-building movement at Gaynor, after-school cost and pickup, crosstown travel, and the age at which transit independence is an instructional goal. |
| Kips Bay / East Midtown / NoMad | Churchill at East 29th; Aaron K–7 at East 45th and Grades 8–12 at East 30th. | The division-specific address, transition between Aaron campuses, IEP transportation, and late-day return. |
| Chelsea | Winston Prep NYC at West 17th. | Grade availability, daily start/end, whether one-to-one Focus changes scheduling, and the difference between the school campus and Transitions NYC at Madison Avenue. |
| Financial District | Quad Lower at Pine Street, Quad Upper at Cedar Street; Lang at 26 Broadway. | Exact division building, security/elevator time, sensory load in transit, evacuation routines, lunch/recess space, and after-school departure. |
| Brooklyn waterfront neighborhoods | MMFS Lower in Cobble Hill, Middle in Carroll Gardens, Upper in Brooklyn Heights. | Which sibling goes to which building, division transition, accessible transit, and after-school pickup; each division is a separate commute. |
| Beyond the K–12 campus | Cooke Transitions at MacDougal Street; Winston Transitions NYC at 240 Madison Avenue. | Program eligibility, schedule, travel training, community work, credential, funding, and whether this is a separate admissions decision. |
This table has one purpose: test the division-specific trip, not the school's general address. Churchill says it does not run private buses. NYC Public Schools busing may be available when specialized transportation is approved on the IEP.
Windward says it does not provide transportation. Families may use public-authority busing, car services, carpools, or transit.“The school has students from my borough” is not a transportation plan.
Representative, not ranked
Ten programs with materially different jobs.
| School | Publicly stated learner profile | Ages / transition | Parent's first fit question |
|---|---|---|---|
| Churchill · Kips Bay | Bright, capable students with language-based learning disabilities and average-or-above cognitive potential. The school lists dyslexia, dysgraphia, dyscalculia, and language disorders. Some students have secondary attention, anxiety, or social-pragmatic needs. | K–12; current anticipated entry K–10; later entry unusual. | Is language-based learning the primary educational need, and is a college-preparatory K–12 specialized model the intended path? |
| Windward Manhattan · Upper East Side | Students with written diagnosis or evidence of dyslexia or language-based learning disability, average-to-superior potential, and no behavioral/emotional problem that interferes with instruction. | Grades 1–8 in Manhattan; annual readiness review for outplacement. | Does the child need intensive direct language instruction now, and what evidence will show readiness to leave? |
| Gateway · Lincoln Square | Ages 5–13 struggling in mainstream settings due to language-based learning disability, ADHD, and/or executive-function disorder. The school publishes specific primary-diagnosis exclusions. | Lower and Middle; most transitions occur at Grade 8, some earlier. | Does the child fit Gateway's language and social grouping, and will its ungraded/graded structure match current needs? |
| Stephen Gaynor · Upper West Side | Bright children ages 3.5–14 with language-based learning differences such as dyslexia, dysgraphia, and ADHD. | Early childhood through roughly Grade 8; placement to high school. | Can the child benefit from a two-teacher, small-class model, and when will high-school placement planning begin? |
| Aaron · East Side | Students with learning needs in reading, writing, and math plus attention, sensory, and social challenges. | K–7 at East 45th; Grades 8–12 at East 30th. | Does the traditional academic sequence plus integrated therapeutic and social support fit the child, and which high-school course path is realistic? |
| Quad Prep · Financial District | Twice-exceptional students with high intellectual potential or academic talent plus learning, attention, or social-emotional differences. | K–12; separate Lower and Upper buildings. | Will the program both stretch the child's strengths and provide the exact clinical/learning intensity their profile requires? |
| Cooke · East Harlem / SoHo | Neurodivergent learners with mild-to-moderate cognitive or developmental disabilities and severe language-based learning disabilities; adaptive independence is central. | K–12 plus separate ages 18–21 Transitions program. | Are the academic, communication, adaptive, social, and vocational goals aligned—and what diploma/transition route applies? |
| Lang · Financial District | Twice-exceptional students with advanced cognitive potential and learning, attention, social-emotional, or neurodevelopmental challenges; public admissions page looks for superior strengths, often in subdomains. | Grades 1–12; current applications name those grades. | Does the neuropsychological profile support both the level of challenge and the integrated service plan the school would design? |
| Mary McDowell Friends · Brooklyn | Bright students with learning disabilities; school names dyslexia, dysgraphia, ADHD, dyscalculia, nonverbal learning disability (NVLD), and language or auditory processing disorders. | K–12; accepts new students through Grade 11, not Grade 12. | Does the child need a long-term, college-preparatory LD program, and how does Quaker practice shape the daily community? |
| Winston Prep NYC · Chelsea | Students with specific learning disorders including dyslexia, expressive/receptive language difficulty, NVLD, and executive-functioning difficulty; not primary behavioral/emotional symptoms. | NYC campus publicly serves a broad middle/high range; official page does not clearly publish its lowest current grade. Confirm directly. | What would the daily one-to-one Focus program target, how will progress be measured, and how does the rest of the curriculum match? |
Use the matrix to narrow the next conversation, not to choose a school. First rule out a mismatch in learner profile or age. Then compare the instructional job, service intensity, peer grouping, and intended destination.
Sources for the matrix:
Admissions mechanics
Rolling does not mean casual—or unlimited.
Churchill, Windward, Gateway, Gaynor, Aaron, MMFS, and Winston all describe rolling processes. Of those schools, Churchill and Winston explicitly offer 2027–28 applications now.
Lang and Quad currently headline 2026–27. Cooke's public form is also for 2026–27.A family targeting Fall 2027 should inquire now, then refuse to guess about a date or space that the school has not published.
| School | Publicly required file | What follows review | Date status |
|---|---|---|---|
| Churchill | Submit the application and $125 fee. Include an evaluation from within two years, the IEP and supporting reports when applicable, a release, and the teacher questionnaire. | The parent interviews. Kindergarten uses a playgroup. Grades 1–6 use academic, social-emotional, and speech-language screens. Grades 7–10 use an interview, writing, and a shadow visit. | 2027–28 open; rolling, with unpublished grade deadlines. |
| Windward | Portal profile and application; exact checklist is portal-based. | Diagnostic testing, classroom visit, then parent meeting about screening findings and recommendations. | Rolling contracts from February; Fall 2027 deadline unknown. |
| Gateway | Submit the application, photo, $150 fee, and release. Include a current evaluation with the specified measures and recency, plus school and provider reports. | Screening usually includes a school visit and classroom time. The school says a decision generally follows within four weeks of screening. | Ongoing; space and grouping constrain admission. |
| Gaynor | Current detailed checklist is not fully public. | Parent tour and child interview; selected applicants may visit a class or be observed at their present school. | Rolling September–June for following September. |
| Aaron | Application and current psychological/neuropsychological report. | One-to-one intake, possible classroom time, and/or observation at current setting. | Rolling; midyear considered when space exists. |
| Quad | Parent statement, teacher evaluation, most current neuropsychological evaluation completed within two years. | Later steps are not detailed on the public apply page. | Public page names 2026–27; Fall 2027 unknown. |
| Cooke | Application is emailed or completed through existing account. | Tour is strongly encouraged; exact document/visit sequence is not public. | Public page names 2026–27; Fall 2027 unknown. |
| Lang | Current evaluation, two years of reports if available, other useful records, release, and $130 fee with need-based waiver. | Full-day visit; Grade 1 often half-day; no separate entry exam. | Public page names 2026–27; applications may begin anytime. |
| MMFS | Evaluation, current/prior reports, IEP if applicable, teacher form for Lower/Middle or English/math recommendations for Upper, related reports. | Student visit after file review. | Rolling; detailed apply page retains a stale 2025–26 headline. |
| Winston NYC | Submit the evaluation, fee, household or parent statement, transcript, photo, other documents, teacher or specialist form, and release. The file also includes medical or treatment information. | Further testing and a class visit may follow. Then come the dean interview and parent meeting. | 2027–28 application available; rolling. |
Across the rows, “rolling” describes timing. It does not create a common file or guarantee space. Verify three things in writing: the current cycle, the complete-file requirements, and the step that follows review.
Evaluations and student visits
The report opens a conversation; it does not produce a match.
Recency rules differ. Churchill and Quad require a neuropsychological or psychoeducational/neuropsychological evaluation completed within two years. MMFS also uses a two-year ceiling, but requires a report from within one year for K–Grade 3.
Gateway is more specific: within 12 months for ages 4–6 and within 18 months for age 7 and older, with named testing components.
Lang calls a psychoeducational evaluation a useful start. It also explains why it prefers a neuropsychological evaluation for its 2e fit review.
| Parent question | Why it matters | Good evidence |
|---|---|---|
| “Is our report current enough?” | A costly new evaluation may be unnecessary—or an old one may miss a changed profile. | A written school answer tied to applicant age and intended entry. |
| “What will you do in your screening?” | Screening may include academic, language, social-emotional, or cognitive tasks. | Domains, length, breaks, staff roles, and how results are shared. |
| “Are accommodations available?” | An unfamiliar, inaccessible process can distort what a child shows. | School's written practice for breaks, assistive tools, sensory access, and communication. |
| “What are you learning in the class visit?” | Peer grouping and response to the actual environment often matter as much as isolated skills. | A plain-language explanation, not a score or acceptance hint. |
| “Will you speak with current providers?” | Reports can lag behind the child; releases carry privacy implications. | Who calls whom, what is discussed, when consent applies, and what becomes part of the file. |
The table points to a practical standard: ask what information is current enough for this school's process and what its screening is meant to add.
The goal is not to clear an admissions hurdle by hiding a need. It is to let both sides see whether the program, peers, and staffing can work. A failed fit after enrollment is more disruptive than a candid no.
Instruction, therapies, and the actual week
“Integrated support” still needs a schedule.
| School | What the school publicly describes | What remains to ask |
|---|---|---|
| Churchill | Speech-language therapy, occupational therapy (OT), counseling, literacy/math/executive-function specialists, and two teachers in classes of 8–13. | Individual frequency, push-in/pull-out, and how goals change by division. |
| Windward | Small, grouped classes using a direct-instruction, language-intensive curriculum; admissions screening is diagnostic. | Whether the child needs separate clinical therapy, how math grouping works, and what annual evidence drives outplacement. |
| Gateway | Language therapy; younger-group OT; psychologists' weekly social development; executive-function strategies embedded across subjects. | Individual versus group minutes and which services follow the child's profile. |
| Gaynor | Speech-language therapy, OT, reading/math specialists, psychologists, and one-to-one or small-group access as needed; average class 11 with two teachers. | What “as needed” means for this child and what tuition covers. |
| Aaron | Integrated academics, speech-language therapy, OT, counseling, social skills, and executive-function instruction. The enrollment page says therapies and academics are covered by tuition. | Service frequency, individual versus group, and course implications. |
| Quad | All students work with a clinical team. Lower School says each child has a counselor, speech-language pathologist, and occupational therapist, with one-to-one, small-group, and integrated services. | Exact individualized allocation, service changes by age, billing, and how gifted-level subject work is protected. |
| Cooke | Speech-language, occupational, physical, psychology, and arts therapies are integrated with academics. The program also includes adaptive, community, vocational, and travel learning. | IEP/service match, individual schedule, diploma route, and inclusion of summer. |
| Lang | Public pages describe individualized learning, social-emotional learning, executive-functioning, counseling, sensory/fine-motor support, speech, remediation, and acceleration as needed. | Current included-service matrix; the detailed public cost text is still labeled 2024–25. |
| MMFS | Language therapy, fine/gross motor sensory therapy, assistive technology, college counseling, small classes. | Frequency by division and whether outside therapy remains necessary. |
| Winston | Daily one-to-one Focus session for every student plus ongoing assessment inside an individualized program. | The specific Focus target, instructor role, progress reporting, and tuition inclusion. |
The shared word is “support”; the schedules are not shared. For each proposed service, ask who provides it, how often, in what group size, and whether it replaces another class.
Sources:
Tuition and full cost
Do not build a budget from Niche or an older lawsuit.
| School | Best official public baseline | Included / extra evidence | Fall 2027 status |
|---|---|---|---|
| Churchill | $79,000 K–8; $81,000 9–12 for 2025–26. | School says tuition is all-inclusive, including trips, lunch, and yearbook. | Unknown; obtain 2027–28 contract and fee sheet. |
| Windward Manhattan | $79,600 for 2026–27. | FACTS aid; exact full-cost inclusion list not public on tuition page. | Unknown. |
| Gateway | $84,200 Lower and Middle for 2026–27. | Scholarships, payment plans, loans; verify after-school, lunch, transport, and therapy inclusion. Aid page contains an inconsistent year reference beside a 2027 date. | Unknown. |
| Gaynor | $89,500 for 2026–27. | Hot lunch included; after-school is extra; Clarity assistance available. | Unknown. |
| Aaron | School requires families to call for tuition. | School says tuition covers therapies and academic programming; no school tuition assistance. | Unknown. |
| Quad | Not published on official public admissions pages reviewed. | Official pages describe clinical services; ask for a written included/excluded schedule. | Unknown; do not substitute Niche's number for a school quote. |
| Cooke | Not published on official pages reviewed. | School describes integrated therapies and says cost should not bar enrollment; mechanism is not public. | Unknown. |
| Lang | $96,000 on a page explicitly labeled 2024–25. | That same stale text says therapies/remediation/acceleration are provided as needed. | Unknown; obtain a current written quote. |
| MMFS | $90,000 for 2026–27. | Published tuition includes listed instructional supports; after-school is extra. | Unknown. |
| Winston NYC | Not published on official public pages reviewed. | Daily Focus is described as integral; confirm price, aid, and all additional fees. | Unknown. |
The table gives a baseline, not a family budget.
Sources:
Tuition, mandatory fees, deposit, evaluation, legal fees, transport, lunch, after-school, summer, outside therapy, devices, trips, and tutoring belong in one budget. Then ask what still must be paid on the contract schedule while any reimbursement, settlement, direct funding, or aid decision is pending.
Aid, IEPs, IESPs, and tuition funding
Different mechanisms are often collapsed into “the DOE pays.”
This section is general orientation, not legal advice. A school cannot promise that NYC Public Schools will fund an individual placement, and a parent should not sign a tuition contract based on another family's case.
The official procedural-safeguards notice explains that reimbursement for a unilateral private placement can be ordered when legal requirements are met. It does not guarantee reimbursement, timing, or amount.
| Mechanism | What it is | What it is not | Parent action |
|---|---|---|---|
| School need-based aid | A school-controlled award, often calculated with Clarity or FACTS. Churchill, Windward, Gateway, Gaynor, and MMFS publish programs. | A DOE determination or guarantee of renewal. | Meet the school deadline, understand payment schedule, and ask whether pursuing public funding is required. |
| NYSED-approved nonpublic placement | The CSE may recommend an approved nonpublic program when public options cannot appropriately educate the student. In NYC, CBST handles approved-school placements. | The same as choosing any independent specialized school privately. | Work through the CSE and Individualized Education Program (IEP) process. Verify the school and program on the current official approved list. |
| Parent unilateral placement / reimbursement | A parent enrolls without district consent or referral and may seek reimbursement through settlement or due process under applicable law. | Automatic payment, a school scholarship, or a risk-free process. | Get individualized advice from a qualified special-education lawyer; understand notice, proof, contract, cash-flow, and annual-case risk. |
| Direct funding / school arrangement | Some schools describe a contract, sometimes called a Connors-style arrangement, in which the family's contribution and a balance expected from NYCPS are handled separately. | A universal entitlement or identical policy across schools. | Read the school contract and legal strategy together; ask what the family owes if funding is delayed, reduced, or denied. |
| Individualized Education Services Program (IESP) services for parentally placed students | NYCPS-arranged special-education services for an eligible child enrolled privately at family expense, subject to notice and process. | Tuition reimbursement or the right to select a particular provider. | Follow current CSE guidance and the annual parental notice deadline. |
Published school policies also differ. Aaron says it does not offer tuition assistance. Gaynor says NYC residents receiving its assistance are expected to pursue reimbursement and that families remain responsible for contract payments.
Churchill's prior-cycle policy likewise says contractual obligations continue regardless of pendency unless the written arrangement says otherwise. MMFS's school-authored page offers reimbursement descriptions, but a school's reported success rate is not a government guarantee and is not repeated here.
Approval and accreditation
Ask “recognized for what, by whom, and today?”
These are different statuses: accreditation, state registration, professional continuing-education approval, and NYSED approval for CSE placement.
New York State uses “853 school” for an approved private program that a CSE may recommend when an appropriate public or Board of Cooperative Educational Services (BOCES) program is not available. Accreditation alone does not make an independent school an approved CSE placement.
| Claim | Evidence in this review | What it does not establish |
|---|---|---|
| Cooke accreditation / diploma authority | Cooke says it is NYSAIS-accredited and registered with the Board of Regents as a high school able to award NYS diplomas. | That every student follows the same diploma path or that it is an 853 placement. |
| Winston accreditation | Winston says it is accredited by NYSAIS and NEASC. | The current NYC grade range, tuition, or individual fit. |
| Aaron accreditation | Aaron says it is accredited by the Middle States commissions. | DOE tuition funding or a particular postsecondary outcome. |
| Quad professional approvals | Quad says it is an approved provider of certain continuing education for educators/clinicians. | School accreditation or NYSED approval for CSE placement. |
| Any school's public or nonprofit status | Organizational form or registration may be verifiable. | Program quality, regulatory approval for every service, or admission odds. |
The safest practice is to ask a school for the exact accreditor or agency, status, program/site, effective period, and a direct current registry link. Do not infer a status from a logo, old PDF, Niche badge, or another campus in a school network.
Transition is part of fit
Ask where the program is trying to take the child.
| Model | Examples | Evidence to request |
|---|---|---|
| Remediate, then mainstream | Windward assesses progress annually and plans outplacement, often to a mainstream setting. Gateway identifies both Grade 8 graduates and younger students ready to move. | Readiness criteria, who makes the recommendation, application ownership, accommodations transfer, and support after departure. |
| Specialized through middle school | Gaynor ends around age 14 and operates a high-school placement process. | Start year, student curriculum, testing plan, mainstream and specialized options, and how aid/DOE strategy intersects. |
| Long-term college-preparatory | Churchill, Aaron, Quad, Lang, MMFS, and Winston extend through Grade 12. | Diploma, course sequence, college counseling, testing accommodations, non-college alternatives, and outcomes by denominator—not a list of logos. |
| Adaptive / vocational / ages 18–21 | Cooke K–12 plus Transitions; Winston offers a separate Transitions NYC program. | Eligibility, credential, community time, travel training, paid work, benefits planning, staffing, funding, and measurable independence goals. |
School destination lists prove only that at least some students were accepted or enrolled. They do not reveal cohort size, starting profile, supports used later, or the result likely for one child.
Windward, Gateway, Gaynor, Churchill, Quad, MMFS, and Cooke all publish transition material; use it to understand the office and process, then ask for de-identified outcomes that match the student's intended pathway.
Our candid read
What the public evidence suggests.
Homogeneity of need matters more than a small class. A six-student class can still be a weak match if academic levels, language needs, regulation, or social communication are poorly grouped. Gateway says class grouping is an admissions factor. Every family should ask to understand the likely peer group, not just the schoolwide ratio.
Remediation and long-term specialization are different promises.Windward and Gateway openly describe transition out when students are ready; Gaynor is structurally a pre-high-school program. Churchill, Aaron, Quad, Lang, MMFS, Cooke, and Winston can continue through high school. Neither model is inherently better. The family must agree with the job.
Twice-exceptional fit has two failure modes. A school can support regulation and executive functioning while under-challenging the child, or offer advanced work while failing to provide enough access. Quad and Lang claim to integrate both. Ask for evidence in the exact subject and service areas that matter, not a global “2e” label.
Therapy language is too loose across the market. “Access to,” “integrated,” “as needed,” and “all students work with” do not answer minutes, group size, provider credentials, goals, billing, or whether a child still needs outside care. Get the proposed schedule in writing.
Tuition funding is the largest avoidable misunderstanding.Need-based aid, CSE placement in an approved school, unilateral-placement reimbursement, direct-funding contract arrangements, and IESP services are different. Families need a plan that survives delay or denial—not a verbal summary that begins “the DOE usually pays.”
Sources and further research
Where to verify and keep reading
We favor direct links to the exact page or document a family may need next. Access dates matter because admissions, tuition, leadership, and programs change.
- Apply to Churchill
The Churchill School and Center · Accessed August 31, 2026 · Current 2026–27 and 2027–28 rolling process, required records, and age-specific visits
- Admissions FAQs
The Churchill School and Center · Accessed August 31, 2026 · School-stated learner profile, services, transport, cost baseline, and transition approach
- Financial Assistance
The Churchill School and Center · Accessed August 31, 2026 · Live page retains 2025–26 deadlines; policy context only for Fall 2027
- Financial Assistance Policy 2026–27
The Churchill School and Center · Accessed August 31, 2026 · Prior-cycle policy and family payment obligations
- Tuition Funding Glossary
The Churchill School and Center · Accessed August 31, 2026 · School-authored explanation; not legal advice or a government determination
- Upper School Guidance
The Churchill School and Center · Accessed August 31, 2026 · College and postsecondary transition program
- The Windward School
The Windward School · Accessed August 31, 2026 · Grades, campuses, mission, and school-reported outplacement figure
- Admissions
The Windward School · Accessed August 31, 2026 · School-stated learner profile
- How to Apply
The Windward School · Accessed August 31, 2026 · Screening, classroom visit, family meeting, and rolling contracts
- Tuition and Financial Aid
The Windward School · Accessed August 31, 2026 · 2026–27 Manhattan tuition and FACTS aid process
- Frequently Asked Questions
The Windward School · Accessed August 31, 2026 · Instructional model and transportation
- Student Outplacement
The Windward School · Accessed August 31, 2026 · Annual readiness assessment and year-long transition support
- Apply
The Gateway School · Accessed August 31, 2026 · Ages served, profile boundaries, documents, screening, and rolling review
- Admissions FAQs
The Gateway School · Accessed August 31, 2026 · Class model, hours, and rolling admissions
- Affording Gateway
The Gateway School · Accessed August 31, 2026 · 2026–27 tuition and FACTS scholarship process; one year label appears inconsistent
- Therapy and Social Development
The Gateway School · Accessed August 31, 2026 · Language therapy, OT, psychology, social development, and executive-function instruction
- Placement
The Gateway School · Accessed August 31, 2026 · Year-long outplacement process and school-reported destinations
- Admissions Overview
Stephen Gaynor School · Accessed August 31, 2026 · School-stated profile, ages, rolling process, visits, and services
- Affording Gaynor
Stephen Gaynor School · Accessed August 31, 2026 · 2026–27 tuition, Clarity, and family reimbursement obligations
- Alumni Outcomes
Stephen Gaynor School · Accessed August 31, 2026 · Placement Office and school-reported next-school outcomes
- How to Apply
Aaron School · Accessed August 31, 2026 · Rolling process, evaluation review, intake, and possible classroom observation
- Tuition and Financial Assistance
Aaron School · Accessed August 31, 2026 · Tuition is not published; school says it offers no tuition assistance
- Mission and Values
Aaron School · Accessed August 31, 2026 · School-stated learner profile
- Contact and Campuses
Aaron School · Accessed August 31, 2026 · K–7 and Grades 8–12 campus addresses
- High School
Aaron School · Accessed August 31, 2026 · Upper program and transition curriculum
- High School Program Hallmarks
Aaron School · Accessed August 31, 2026 · Grade 8 transition and integrated services
- Aaron School Enrollment
Aaron School · Accessed August 31, 2026 · School statement that tuition covers therapies and academics
- Apply
The Quad Preparatory School · Accessed August 31, 2026 · Current 2026–27 application and required two-year neuropsychological evaluation
- Admissions Welcome
The Quad Preparatory School · Accessed August 31, 2026 · School-stated twice-exceptional profile
- 2e Education at Quad Prep
The Quad Preparatory School · Accessed August 31, 2026 · School definition, academic model, and integrated support claims
- Clinical and Learning Services
The Quad Preparatory School · Accessed August 31, 2026 · Learning support, OT, speech-language, and counseling model
- Lower School
The Quad Preparatory School · Accessed August 31, 2026 · Direct and integrated clinical services
- Zenith High School
The Quad Preparatory School · Accessed August 31, 2026 · Upper School academics, executive functioning, and postsecondary planning
- College Acceptances
The Quad Preparatory School · Accessed August 31, 2026 · School-reported aggregate acceptances; not an individual outcome forecast
- Admissions
Cooke School and Institute · Accessed August 31, 2026 · Current 2026–27 application, tours, profile, K–21 program summary
- About Cooke School
Cooke School and Institute · Accessed August 31, 2026 · Learner profile, grades, transition program, and school-stated recognition
- Our Approach to Education
Cooke School and Institute · Accessed August 31, 2026 · Integrated therapies, adaptive skills, academics, and transition planning
- Programs
Cooke School and Institute · Accessed August 31, 2026 · Summer, internship, related-service, and community-inclusion context
- Contact
Cooke School and Institute · Accessed August 31, 2026 · K–12 and ages 18–21 locations
- Application Process
The Lang School · Accessed August 31, 2026 · Current 2026–27 Grade 1–12 applications, records, fee, and student visit
- The Lang School
The Lang School · Accessed August 31, 2026 · Current school-stated 2e mission and Grade 1–12 divisions
- Admissions FAQs
The Lang School · Accessed August 31, 2026 · Profile, process, and tuition questions
- Family Handbook
The Lang School · Accessed August 31, 2026 · School-reported enrollment, IEP status, and service reporting
- Public Site Text
The Lang School · Accessed August 31, 2026 · Includes stale 2024–25 tuition; used only where explicitly labeled
- Admissions
Mary McDowell Friends School · Accessed August 31, 2026 · Current inquiry, K–11 entry, rolling process, and document requirements
- How to Apply
Mary McDowell Friends School · Accessed August 31, 2026 · Detailed process page with stale 2025–26 headline
- Mary McDowell Friends School
Mary McDowell Friends School · Accessed August 31, 2026 · School-stated learner profile, divisions, and campus geography
- Tuition and Affordability
Mary McDowell Friends School · Accessed August 31, 2026 · 2026–27 tuition, included supports, Clarity, and school-authored funding discussion
- College Counseling
Mary McDowell Friends School · Accessed August 31, 2026 · Upper School planning and school-reported 2026 outcomes
- Admissions
Winston Preparatory School · Accessed August 31, 2026 · Current 2027–28 application availability and required components
- Application Process
Winston Preparatory School · Accessed August 31, 2026 · Profile, rolling review, testing, interview, and fit boundaries
- New York City Campus
Winston Preparatory School · Accessed August 31, 2026 · NYC location and school-stated program
- Focus Program
Winston Preparatory School · Accessed August 31, 2026 · Daily one-to-one program
- Transitions NYC
Winston Preparatory School · Accessed August 31, 2026 · Postsecondary transition option
- Approved Private and State-Related Schools
New York State Education Department · Accessed August 31, 2026 · Official explanation of NYSED-approved placements
- Approved Special Education Programs
New York State Education Department · Accessed August 31, 2026 · Official program-list entry point
- Other Educational Settings
NYC Public Schools · Accessed August 31, 2026 · CBST and NYSED-approved nonpublic placement explanation
- Committees on Special Education
NYC Public Schools · Accessed August 31, 2026 · CSE and parentally placed nonpublic-school guidance
- IESP Equitable Services Assistance
NYC Public Schools · Accessed August 31, 2026 · 2026–27 parental notice and service guidance
- Procedural Safeguards Notice
NYC Public Schools / NYSED · Accessed August 31, 2026 · Official due-process and unilateral-placement framework; consult counsel for individual advice
- Enroll Grade by Grade
NYC Public Schools · Accessed August 31, 2026 · Fall 2027 public-school admissions dates
- Churchill School Profile
Niche · Accessed August 31, 2026 · Secondary, user-generated review layer; not authoritative for policy or price
- Windward Manhattan Profile
Niche · Accessed August 31, 2026 · Secondary layer with a very small review sample
- Stephen Gaynor School Profile
Niche · Accessed August 31, 2026 · Secondary, user-generated review layer
- Mary McDowell Friends School Profile
Niche · Accessed August 31, 2026 · Secondary, user-generated review layer
- Winston Preparatory School New York Profile
Niche · Accessed August 31, 2026 · Secondary, user-generated review layer
- Quad Preparatory School Profile
Niche · Accessed August 31, 2026 · Secondary data and reviews; tuition is not verified on Quad's official public pages