News

First day of preschool 2020

Building updated as part of 2016 bond passed by voters

Redmond, Wash. – Staff cheered Monday, September 14, as the first preschool student walked confidently into the Early Learning Center at Old Redmond Schoolhouse. It is the first time in more than 20 years that Lake Washington School District (LWSD) has held classes in the building. 

 

Ben Rush Green Team

Three schools in Lake Washington School District were named 2020 Sustaining Green Schools by King County Green Schools in June. Environmental & Adventure School (EAS) qualified for the recognition for the first time this year. The shared campus of Carl Sandburg Elementary and Discovery Community School have earned the recognition for five consecutive years.

Events

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    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 www.lwptsa.net/special-needs.

    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.

    Aids/Assistance:

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

    Format:

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

    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

    Presentation:

    • 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

    Response:

    • 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

    Scheduling/timeline:

    • 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

    Settings:

    • 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