News

More than 4,100 distinguished students recognized nationwide

Redmond, Wash. – The National Merit Scholarship Corporation (NMSC) announced this week that one additional Lake Washington School District (LWSD) student will receive a National Merit College-Sponsored Scholarship:

Kevin Zhang, Nikola Tesla STEM High School - National Merit Purdue University Scholarship 

A group of freshman from Nikola Tesla STEM High School is helping kids with Cerebral Palsy move around a little easier. As part of their end of year project, this team partnered with a program by the name of Go Baby Go

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Dozens of LWSD students earned their way to the 2021 International Career Development Conference (ICDC), which was held virtually in late April and early May. Of that group, about 30 students competed as finalists and two students placed as high as third.

LWHS Science Labs

Why is slime stretchy? How do chickens flap their wings? 

With these questions in mind, two science classes at Lake Washington High School celebrated the last week of school by setting up lab experiments. The labs also gave students a chance to use the new equipment in two of the school’s 20 new classrooms.

Events

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    Instructional Planning Workgroups

    Instructional Planning Icon

    The Instructional Planning Workgroups (Elementary and Secondary) are developing plans for academic, social, and emotional learning at the elementary and secondary levels. These workgroups have been tasked with creating new and better approaches to curriculum instruction and assessment at each grade level based on what we’ve learned this year during our closure, and what we’re learning from schools and districts around the nation and internationally. The instructional plans are being designed to work with our return to school scenarios and to be inclusive of the needs of each student in our district.

    Workgroup Responsibility:

    Developing plans for academic, social, and emotional learning at the elementary and secondary levels.

    Workgroup Tasks:

    1. Create new and better approaches to curriculum, instruction and assessment at each grade level based on what we’ve learned this year during our closure, and what we’re learning from schools and districts around the nation and internationally.
    2. Develop guidelines and resources for high quality instruction whether delivered in-person with social distancing, synchronous, asynchronous, or with print materials.

    Workgroup Membership:

    • Leads: Mike Van Orden, Associate Superintendent of Teaching & Learning Services
      Kelly M Pease, Director of Intervention Services and Literacy, K-5
      Jen Rose, Director of Teaching and Learning Services, 6-12
    • Elementary Workgroup Members:
      • Grades K-5 teachers, program specialists, elementary administrators and central office administrators.
    • Secondary Workgroup Members:
      • Grade 6-12 teachers, program specialists, secondary administrators and central office administrators.

    Timeline:

    Workgroup Meetings (Bi-weekly through June, and to be scheduled through the summer)

    May – Present: Development of resources and guidance for core content

    June – August:

    • Develop guidance around core standards, knowledge, and outcomes for content areas
    • Define parameters for instructional experiences for students
    • Develop “adaptable learning framework” and accompanying training for teachers
    • Identify digital learning platform for adaptable learning
    • Determine/finalize professional learning topics for teachers for August and 2020-21 school year

    Feedback to Date:

    What do stakeholders need to have in place for a successful teaching and learning experience in a blended learning environment?

    Parents:

    • Limit the number of platforms on which parents need to operate is critical.
    • Clear communications from teachers and the district.
    • A clear understanding of what is essential for students.
    • More live teaching.

    Students:

    • Connection to teacher and other students.
    • Students need differentiation.
    • One platform to access everything in a remote stetting.
    • Students need consistency.

    Teachers:

    • Support in providing Social Emotional Learning to students either virtually or in person.
    • Clear expectations about instruction, assessment, feedback, communication with families, digital tools, workday, workplace, etc. 
    • Streamlined technology platforms would be helpful.
    • Professional learning on: remote learning, Social Emotional Learning and equity.