Lake Washington School District jointly with the Lake Washington Education Association are releasing pertinent information and details related to secondary educational offerings for the remainder of the 2020-21 school year.  

The District and Association have a shared agreement that secondary students need to be offered access to in-person experiences. Dr. Holmen stated, “We need to ensure that any secondary student who wants an in-person experience is afforded that opportunity.” He went on to say, “Our adolescent youth are experiencing this pandemic in many different ways. We need to be responsive to those needs and be creative in how we address the varying needs across our district.” 


Lake Washington School District jointly with Lake Washington Education Association are excited to release pertinent details for the second through fifth grades elementary learning model transition to in-person or continued remote learning services. We happily welcomed kindergarten and first grade on February 18. Dr. Jon Holmen, Superintendent stated, “We appreciate the partnership with all stakeholders to successfully transition our Kindergarten and First grade students to their new learning models. We are grateful to be able to provide both in-person and remote learning services for our students.” Dr. Holmen went on to say, “As a District we continue to be committed to the highest of health and safety standards for our students and staff.”

Scholastic Art & Writing Award logo

Lake Washington School District (LWSD) students have always excelled in art and writing, and this year is no different. Thirty-five LWSD students were recognized during this year’s Scholastic Art & Writing Awards. Between all the LWSD schools that participated, students earned 10 gold keys, 19 silver keys and 33 honorable mentions.



    Procedure Transitional Bilingual Instruction Program

    File: 2110P

    The following procedures have been instituted for purposes of implementing a transitional bilingual instruction program. 

    A Transitional Bilingual Instruction Program, as defined by state law, means a system of instruction which uses two languages, one of which is English, to build upon and expand language skills to enable the student to achieve competency in English. In those cases where the use of two languages is not practicable, appropriate instruction for English Language Learners may be provided primarily in English. 

    The district will provide English Language Learners appropriate core academic instruction in addition to language instruction. The district’s Transitional Bilingual Instruction Program is intended to supplement core academic instruction. 

    Program Application and Description 
    Annually, and prior to August 1 of each year, the district will submit an application to the Office of Superintendent of Public Instruction (OSPI) requesting funding to support its Transitional Bilingual Instruction Program. In its application, the district will provide a description of its research-based program models, including staffing and implementation strategies. 

    At the time of registration, the parents/guardians of each student will be asked to complete a Home Language Survey (HLS) which identifies the child’s primary language. Students that indicate on the home language survey a primary language other than English, they will be assessed within 10 school days of enrollment and attendance using the Washington Language Proficiency Test to determine eligibility for the Transitional Bilingual Instruction Program. Any student who scores a level one (beginning/advanced beginning), two (intermediate), or three (advanced) will be eligible for the program. Students who score a level four (transitional) are not eligible for the program. Staff will determine the appropriate instructional program for each eligible student. 

    Parent/Guardian Notification 
    Parent/guardians will be notified, in writing, of their child’s initial eligibility and notified annually of their child’s continuing eligibility for the Transitional Bilingual Instruction Program. At a minimum, the parent/guardian notification will contain: 

    1. How the child’s eligibility was determined and the child’s current level of English proficiency; 
    2. A description of the district’s program and how it will meet the child’s educational needs. 
    3. The specific exit requirements for the program; and 
    4. Information on the parents’ right to refuse services. 

    Communication with parents/guardians should be provided, when feasible, in the parent’s primary language. 

    Continue Eligibility/Annual Assessment 
    Each eligible English Language Learner must be assessed annually using the state-approved language proficiency test to determine continued eligibility. Students remain eligible until they reach level four (transitional) on the annual state-approved language proficiency test. 

    Expected Graduation Year 
    For eligible English Language Learners who require extended time to meet high school graduation requirements, the district may set an expected graduation year beyond the typical four years of high school or through the school year in which a student turns 21. 

    Recordkeeping and Documentation 
    The district will maintain records of eligible students and comply with state reporting requirements. Original documents will be kept in the student’s cumulative folder and copies will be kept in the program folder, if applicable. These documents include the home language survey, parent notification letters, parental waiver (if applicable), and language proficiency test assessment data. 

    Communication Plan 
    The district will develop and provide to parents/guardians, district staff, and interested stakeholders a description of the Transitional Bilingual Instruction Program offered in the district. The description will include the process for identifying and serving English Language Learners and provide contact information for the district’s Transitional Language Bilingual Instruction program manager. 

    Report to the Board 
    Annually, and prior to the Board of Director’s program approval, the superintendent or designee will report on the status of the district’s Transitional Bilingual Instruction Program.