Lake Washington School District:
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Photo Students in Lake Washington School District (LWSD) are participating in the Photo & Video Fusion class as part of the Summer School program. Taught by CTE Media Arts Teacher Tim Kennedy, students learn a wide range of skills—from operating cameras and retouching images to producing videos. Additionally, students develop media literacy—an understanding of how media is created and its influence on society. These skills empower students to become active creators rather than passive consumers of media, fostering creativity, problem-solving and critical thinking. Thanks to this class, students are developing essential technical and creative skills that are highly relevant in today’s digital world.
The Photo & Video Fusion class is offered in partnership with LWSD, Riverview School District (RSD) and WANIC (Washington Network for Innovative Careers) Skill Center. Over three weeks, students engage in an intensive, seven-hours-a-day learning experience. The course provides a comprehensive introduction to digital media, combining hands-on practice with real-world applications.
Kennedy explained that the course is designed to give students a well-rounded understanding of both photography and videography. “On the photography side, students learn how to operate a camera in manual exposure mode, making their photographs more interesting and expressive. They also work with industry-standard tools to process and manipulate their images,” said Kennedy. Starting with toy planes as subjects, students then progress to more complex subjects, such as a pony and a model, expanding their creative horizons.
On the videography front, students acquire skills in camera operation, capturing footage and editing. They practice live production by creating their own 30-second commercials, developing storytelling and technical skills simultaneously. Audio production is also covered, enabling students to add sound effects and music to their projects.
The culminating experience of the course is a live streaming webcast on the final day, where students showcase their newfound skills. Kennedy highlighted the transformative nature of this event, “Students serve as producers, directors and crew members, running the entire show themselves. It’s stressful and chaotic at first, but by the time they go live, they’re confident and in control. Watching students go from overwhelmed beginners to confident broadcasters is truly inspiring.”
He emphasized the educational value of this experience, “Most people are everyday media consumers when they scroll on their phone. When students learn how to create their own media, it empowers them. It increases media literacy and provides a skill set they can carry into their personal lives or future careers.”
“Many students who complete the course pursue careers in media-related fields,” said Kennedy. “This includes photography, video, film, animation or sound design.” However, he noted that even students not aiming for media careers can benefit from these skills. “Media production skills are highly useful across many professions. Understanding how media is made helps students become more critical consumers and effective communicators,” he explained.
Kennedy also shared insights into the intense, sometimes chaotic moments leading up to the live webcast. “When it’s showtime, technology can be cranky, and students realize they’re missing something or need to troubleshoot quickly. It’s bedlam—running around, fixing problems, shouting instructions. But once the show starts, everything flows. It’s all because of them. They create something they once thought impossible, now possible, and the pride and joy are incredible.”
“At the end, students celebrate their success with high-fives and victory walks,” added Kennedy “They realize they’ve accomplished something that once seemed overwhelming—transforming stress into empowerment and creativity.”
The WANIC Photo & Video Fusion class exemplifies how innovative summer programs can inspire students, build essential skills and foster confidence—preparing them for a future where media literacy and production are more important than ever.
SkillsUSA Washington
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Say hello to Hannah Hailoufi, our 2025–2026 Advocacy Director from Pierce County Skills Center!
As a cybersecurity student, Hannah joined SkillsUSA grow as a leader—and now she’s doing just that. From public speaking to teamwork, she’s gained confidence and found her purpose.
“SkillsUSA helped me step outside of my comfort zone and become part of something bigger.”
#SkillsUSAWashington#SkillsUSA#Cybersecurity#WomenInTech#StateOfficerSpotlight
#FunFactFriday #DidYouKnow
Myth or Fact?
MYTH #4:
When a student has a significant cognitive disability, their curriculum is their IEP, meaning they focus exclusively on their annual IEP goals.
FACT:
The Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA) require that all students make progress toward grade-level learning standards.
🎉The Truth Is...
✅ All students eligible for special education should have IEPs that are aligned to grade-level learning standards, including students with significant cognitive disabilities whose instruction focuses on functional skills.
✅ Students with IEPs who are placed in special education settings should not have a separate/alternative curriculum with little connection/alignment to the general curriculum.
EVIDENCE TO SUPPORT THE FACTS:
WAC 392-172A-01175 (2)(c): SDI means adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability and ensure access to and progress in the general curriculum.
TIES Center resources: The General Education Curriculum–Not an Alternate Curriculum! and Academic Standards for Students with Significant
Cognitive Disabilities in Inclusive Classrooms: Same Content Standards, Alternate Achievement Standards
U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District: IEPs must be reasonably calculated to ensure reasonable progress in light of a student's unique circumstances.
STRATEGIES FOR DISPELLING THE MYTH:
💫IEP teams mustengage in discussions about how and
when
IEP goals and specially designed instruction (SDI) can be provided in inclusive settings
.
💫Ensurethat general education and special education team members have time to collaborate. This can be achieved through in person meetings, virtual meetings, and use of shared collaborative lesson planning documents. The starting point for collaborative planning is the general education standards and curriculum and the general education context. Refer to the
5-15-45
Too
l for what meaningful collaboration can look like whether teachers have 5 minutes, 15minutes or 45 minutes to meet.
💫Consider how IEPs in the district are written.Do the goals support
: (1) access and progress in the general education grade-level curriculum, (2) what SDI will be integrated across the school day through multiple means, and (3) the direct and indirect service minutes that special educators provide to support student SDI (SDI can be provided either directly by special educators or provided by others if they are designed and supervised by the special education).
OSPI Publication "Myths-Facts-Inclusionary-Practices"
https://ospi.k12.wa.us
Money and Business Students were hard at work this summer!
In preparation for the national Social Innovation Challenge, hosted by Junior Achievement, students created a fictitious company rooted in social change. During the academic year, students will be taking this model to create an actual company that will foster positive change in the community with plans to launch nationally and globally.
In three weeks, these students researched a problem in their community, developed a solution, and pitched their companies in front of a panel of judges.
Brick by Brick took first place in the shark tank-style competition, pitching a non-profit organization that would aid community members seeking employment and connecting them to resources that would help them for future endeavors in the workforce.
A huge congratulations from Sergio (left), Aron (middle), Andres (right), and Kaydin (not featured).
@ncta.skill.center #Marketing #marketingstrategy #entrepreneurship
The U.S. Department of Education sent an email to all state education chiefs Friday that the entirety of the federal K–12 funding currently being withheld by the Department will be released. Below is State Superintendent Chris Reykdal’s statement.
https://ospi.k12.wa.us
Click below for full article:
https://ospi.k12.wa.us/about-ospi/news-center/news-releases/state-superintendent-chris-reykdals-statement-trump-administrations-decision-release-their-hold
We’re thrilled to recognize Trico for their incredible support of our Core Plus Construction Program here at NCTA!
Their commitment to real-world learning opportunities is helping our students gain hands-on experience, build career skills, and explore exciting pathways in the construction trades.
🙌 Thank you, Trico, for investing in the future of our students and community!
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#CTE #CareerReady #IndustryPartner #StudentSuccess #HandsOnLearning #FutureWorkforce #Trico #constructionskilledtrades #Construction #careerpathways
Core Plus Aerospace
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Meet Isael L., a graduate of Pierce County Skills Center and Washington High School in Franklin Pierce Schools and a Mechanical Alumni Assistant in the 2025 Student Development Program hosted by Boeing in Washington .
What are you proud of accomplishing during the 2025 Student Development Program?
“I feel like I have developed new skills like leadership and public speaking. The most fun thing about the Student Development Program was learning more skills than I would have ever dreamed of.”
#StudentDevelopmentProgram #leadership #publicspeaking #skillsforlife
#NCTA #flashback our Veterinary Assistimg Program 2024-2025🩵 what an incredible group of future #furbaby #petcare #vetassistant #certified #petlovers!
Learn more about our Pre Vet Tech program:
Meet Caelyn Schneider, our 2025–2026 Secretary from Pierce County Skills Center! 🔧
Caelyn joined SkillsUSA unsure of her voice—now she’s using it to lead. Through competition, she found her passion, pushed past limits, and opened doors.
At this year’s NLSC, Caelyn accepted a job offer from Cummins Inc joining the next generation of diesel techs-in-training!
“SkillsUSA showed me there are no limits to your potential.”
#SkillsUSAWashington #SkillsUSA #SkilledTrades #StateOfficerSpotlight #CTEExcellence
Skills USA Washington FB Post Link:
https://www.facebook.com/share/p/14KgZaEQYum/
Were Hiring @ Northwest Career & Technical Academy
Join our team!
#werehiring #ApplyToday
Click here to APPLY!
Most skills centers offer summer school programming for high school age students including incoming freshmen. Summer school classes are typically 6.5 hours per day for 14 days. Classes offered allow students to get a taste of a program area, dive deeper into the learning, and provide the chance for students that may not be able to fit a skills center class into their year-long schedule to work ahead and open space for the coming year(s).
Summer school enrollment begins in spring. Check with your local skills center to learn more about summer registration, dates/times, and expectations.
There are two types of classes offered during summer:
✅Introductory Classes: Provides an introduction into a program area | get a taste of what the pathway area provides
✅Extension Programs: Deeper learning in a program area | Advanced placement experiences for current students
Learn more and find a skills center near you!
www.washingtonskillscenters.org
#skillscenters #HandsOnLearning #HandsOnTraining #CTE #CareerReady #CareerFocusedLearning #CareerExploration #ProfessionalDevelopment #Enrollment2025 #OpenEnrollment2025
Jeff is a licensed electrician and retired U.S. Air Force veteran with over 25 years of experience working on electrical systems across the U.S., Europe, and the Middle East.
For the past five years, he’s also shared his expertise as an adjunct electrical instructor at North Idaho College. Now, he's bringing his passion for teaching and mentoring the next generation of electricians to NEWTech Prep.
Originally from LA (Lower Alabama), Jeff is married and the proud father of four sons—two human and two canine. When he’s not in the shop or classroom, you’ll find him traveling, weight training, or enjoying the great outdoors.
The addition of a 2nd Electrical Pre-Apprenticeship instructor increases student access and preparation in this high-demand program. Welcome to the team, Jeff! We’re thrilled to have you empowering our students to become tomorrow’s industry leaders! ⚡🛠️
#ConnectwithNEWTech#CTEWorks #SkilledTrades
Way to go Aiden! Thank you Wendle Nissan for the opportunities you provide for our students. You are making a difference in our community and our young people. #connectwithnewtech
Original FB Post link:
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Wendle Nissan is feeling excited at Wendle Nissan.
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Spokane
·
We want to take a moment to congratulate Aidan, who recently moved from our Lot team to our Express team as an Express Technician!!! 🥳🎉
Aidan joined us in April while completing the Automotive program at NEWTech. Through our partnership with NEWTech Prep, students like Aidan get early, hands-on experience in the trades, setting them up with real-world skills, certifications, and a head start in the industry. Aidan’s path is a great example of what’s possible with the right foundation and support.
We’re proud to be part of his journey and excited to see where it takes him next! 👏
Meet Dylan LaFlamme, our 2025–2026 Treasurer from Pierce County Skills Center!
Dylan found inspiration through his advisor, Mr. G, and grew his confidence through competition. Now, he’s building the leadership and workplace skills to fuel his future.A quote that stuck with him? “Without change, growth is impossible.” SkillsUSA helped him embrace change—and grow from it.
#SkillsUSAWashington #SkillsUSA #StateOfficerSpotlight #CTEExcellence #WorkplaceSkills
Skills USA FB Post Link:
https://www.facebook.com/share/15esZd2BaS/
#anatomy #bones #structure #function #bones
@NorthwestCareer&TechnicalAcademy
#FunFactFriday #DidYouKnow
Myth or Fact?
MYTH #3:
Students with significant cognitive disabilities must show they are ready for the general education setting.
FACT:
Every student is a general education student. All students have the right to be educated in general education settings.
🎉The Truth Is...
✅ Students should not be required to reach specified benchmarks (e.g., a 2nd grader atKindergarten proficiency) before receiving instruction in general education.
✅ A student’s needs, rather than disability, should determine placement. For example, a student with an intellectual disability should not automatically be placed into a segregated setting.
✅ Mission and vision statements that read “all means all” should include the experiences of students with significant support needs.
✅ Students with IEPs, including students with significant support needs, should not have to "earn their time" in general education or "prove" they will not engage in challenging behaviors before gaining access to general education environments.Separate
EVIDENCE TO SUPPORT THE FACTS:
OSPI's Inclusionary Practices Project (IPP) defines inclusion as all means all: Inclusive instruction rebukes the problematic perspective that students receiving special education services need to ‘fit in’ or ‘earn their way’ into general education classes. The belief that general education instruction is not malleable and that students should be making adaptations to be included in the general education setting has contributed to the continuation of two parallel systems of education in which students receiving special education services are marginalized and devalued as a result of their environmental segregation.
TIES Center Resource: Taking the Alternative Assessment Does NOT Mean Education in a Separate Setting!
Outcomes of Inclusive Versus Separate Placement: A Matched Pairs Comparison. Research and Practice for Persons with Severe Disabilities - Gee, K.
Gonzales, M., & Cooper, C. (2020)
STRATEGIES FOR DISPELLING THE MYTH:
💫Provide examples/frameworks that show how students with significant cognitive disabilities can engage in lessons/units (e.g., lesson examples, share inclusive IEP process, and Inclusive Education at a Glance).
💫Include core content data and stories about students with and without disabilities. Identify environmental, attitudinal, and other barriers to general education curriculum and access. Presume competence for all and meaningfully consider supports needed for instruction in general education settings.
💫Implement Universal Design for Learning (UDL) into all lesson planning and ensure students with significant cognitive disabilities are included in all aspects of classroom- and school-wide Multi-tiered Systems of Support (MTSS) including academic, behavior and social-emotional.
💫Assign every student to the roster of a general education teacher with a seat in a general education classroom. This means that there is no negotiation about whether a student belongs in general education. It also clearly conveys that special education services are supplementary to general education.
OSPI Publication "Myths-Facts-Inclusionary-Practices"
https://ospi.k12.wa.us
Goes to..... 🥁🥁🥁
#TRICO!!
Margaret Simpson, HR Manager for Trico, has their award proudly displayed!
#internships #yoursupportmatters #CreatingOpportunities #supportingourprograms #SupportingOurStudents #CorePlusConstruction
