LWHS capitol visit SB 5171

Students in Lake Washington High School’s AP US Government & Politics classes get first-hand experience in the legislative process. As part of the class, students crafted Senate Bill (SB) 5171, which bans gender-based price discrimination on similar products

Meritorious Budget Award

Award reflects District’s goal of fiscal responsibility

Redmond, Wash. – Lake Washington School District’s (LWSD’s) 2022-23 Budget has earned the Association of School Business Officials International (ASBO) Meritorious Budget Award (MBA). This award promotes and recognizes excellence in budget presentation in school districts. LWSD has received this award six years in a row. LWSD is the only district in the state of Washington to receive this award.

Last day of school remains Friday, June 23

Redmond, Wash. – Lake Washington School District (LWSD) has finalized plans to make up for the one day missed due to the November 30 snow day. The 2022-23 calendar has been modified to reflect this change:  

  • Tuesday, May 30: change from a non-school day to a full day for students



    Section 504

    Meeting the needs of disabled students under Section 504 of The Rehabilitation Act of 1973

    Section 504 of the Rehabilitation Act of 1973 (“Section 504”) is a federal civil rights law. It is designed to eliminate disability discrimination in programs and activities that receive federal funds. Since all public school districts receive federal funds, all public school districts must comply with Section 504. Under Section 504, denying a disabled student a free appropriate public education (“FAPE”) constitutes disability discrimination.

    Please see the following materials for more information about Section 504 and LWSD.

    Additional Resources

    Frequently Asked Questions (FAQs):

    FAQ now that you have a 504

    This FAQ is intended for those families whose child already has Section 504 accommodations.

    FAQ now that you are in high school

    This FAQ has been created for you, the student. You are now in high school and your high school would like to help you learn how to advocate for yourself regarding your Section 504 accommodations. Did you know that when you go to college or start a job, no one will ask you what accommodations you need? This is because the law forbids them from asking. So, if you don't tell them, they will never know. But they don't want you to just tell them what accommodation you need, they want you to explain how it helps you.

    To help you begin understanding how to advocate for yourself, these FAQs are meant to guide you toward taking ownership for your own education.

    FAQ when getting ready for college

    This FAQ has been created for you, the student.

    You have now been at your high school for a while and it’s time to prepare for taking the PSAT in 10th grade. For questions about accommodations on the PSAT/SAT tests, please visit the College Board Website. For questions about accommodations on the ACT test, please visit the ACT Testing Website.

    These FAQs answer some basic questions about what to look for in a college; and what to expect once you get to college. All of the advice given to any high school student applies to you too! Here are some additional things to know about.

    Examples of accommodations that may be available. The list below only provides examples; the 504 team can create accommodations that they agree will best provide the student FAPE.


    • Calculator/manipulatives
    • Graphic organizers/visual aids
    • Multiple edits and guided edits
    • Task broken down into smaller components
    • Timeline for component parts
    • Other


    • Braille or large print
    • Opportunity to computer-generate or hand-write
    • Voice or text
    • Other


    • P - making progress on goals and objectives for elementary students
    • P - passing grade for secondary students
    • S - satisfactory grade for secondary students
    • School/home communication system


    • Audio versions of text
    • Books on tape
    • Braille, large print, or low vision devices
    • Check for understanding
    • Directions read orally
    • Eye focusing strip
    • Isolate portions of the assignments to focus (mask)
    • Isolate portions of the text
    • Mnemonic devices
    • Note-taker
    • Orally-presented directions may need to be reworded (with simplified vocabulary and/or sentence structure), visually represented, or physically demonstrated
    • Prompts/tests read orally to students
    • Provide appropriate models of articulation and/or grammatical errors
    • Task broken down into smaller steps
    • Text to speech software


    • Allow additional processing time
    • Calculator/manipulatives
    • Computer-generated response
    • Graphic organizers/visual aids
    • Mnemonic devices
    • Multiple edits/guided edits
    • Note-taker
    • Opportunity to computer generate or handwrite
    • Physical supports (easel, arm stabilizer)
    • Speech to text software
    • Use of spelling/grammar devices
    • Other


    • Alternate times of day offered
    • Extended time beyond length of course (e.g. across semester)
    • Fewer courses per semester - more years to graduate
    • Reduced length of assignments
    • Regulated breaks/physical movement
    • Other


    • Adult proximity
    • Allow noise buffers/headsets
    • Allow the use of sensory items, such as fidgets, wiggle seats, etc.
    • Alternative setting: individual or small group
    • Freedom for student to move or stand as needed
    • Isolated area provided
    • Physical supports (easel, magnifier, arm stabilizer)
    • Preferential seating
    • Work on assignments in special education setting
    • Other