Redmond, Wash. – The Lake Washington School District (LWSD) Board of Directors has selected Dr. Jon Holmen to be the next Lake Washington School District Superintendent. They announced their decision on Monday, March 23, 2020.

Redmond, Wash. – The Lake Washington School District has been following guidance from Public Health in an effort to stay open as long as possible. In light of the current information shared today by our elected officials, we believe it is time to plan for alternative ways to serve our community and families. 

In collaboration with our School Board of Directors and our Lake Washington Education Association, we have made the decision to close all schools from March 12 through March 27, and re-evaluate any further closures during that time. 

In light of today’s news about a King County resident’s death related to the Coronavirus (or COVID-19), and that additional cases are anticipated, we wanted to reach out to share what Lake Washington School District (LWSD) is doing to monitor and prepare for a potential increase in frequency of the Coronavirus in our schools.  



    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/ACT/SAT tests please review the summary and charts created by the LWPTSA Council Special Needs Group. The document is titled “Getting ready for college on an IEP or 504 - When and how to ask for ACT and PSAT/SAT/AP accommodations.” It is available at

    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