Status Summary

Pre-filed for introduction on 12.30.20.
 
First reading, referred to Early Learning & K-12 Education on 1.11.21.
 
Public hearing in the Senate Committee on Early Learning & K-12 Education on 1.13.21.
 
Executive action taken in the Senate Committee on Early Learning & K-12 Education; 1st substitute bill passed on 1.20.21.
 
Passed to Rules Committee for second reading on 1.21.21.
 
Placed on second reading by Rules Committee on 1.22.21.
 
1st substitute bill substituted. 
Floor amendment(s) adopted.
Rules suspended. Placed and passed on Third Reading on 1.27.21 
 
In the House
First reading, referred to Education on 2.1.21.
 
Public hearing was held in the House Committee on Education on 3.11.21.
 
Executive session scheduled, but no action taken, in the House Committee on Education on 3.23.21. 
 
Executive action taken in the House Committee on Education on 3.26.21; majority pass with amendment(s) and refer to Appropriations.
 
Executive action taken in the House Committee on Appropriations on 4.1.21; majority pass with amendment(s) but without amendment(s) by Education. 
 
Referred to Rules 2 Review on 4.2.21.
 
Rules Committee relieved of further consideration. Placed on second reading on 4.7.21.
 
Committee amendment not adopted.  Committee amendment(s) adopted with no other amendments. Rules suspended. Placed and passed on Third Reading on 4.11.21.
(updated 4.16.21)  

Legislative Session

2021

Status

In Progress

Sponsor

Das

SB5044 adds equity, diversity, inclusion, and anti-racism to existing cultural competency training for school board directors, district staff, and school staff. Additionally, the bill directs school districts to prioritize one of three professional learning days to focus first on these topics.

Substitute Bill:

  • PESB, in collaboration with EOGOAC, must identify and update a list of model standards for antiracism in addition to cultural competency.
  • The definition for "cultural competency" is amended to include anti-racism standards, an equity framework, and culturally responsive instruction. 
  • Professional development regarding equity, diversity, inclusion, and anti-racism is added to existing cultural competency training. 
  • WSSDA, in consultation with EOGOAC and other entities, must develop a recommended list of available training programs. The training programs must consider various races, ethnicities, religions, disabilities, sexualities, and genders. The training programs must instruct school board directors on dismantling institutional racism by examining school district policies with an equity lens, promoting racial literacy, understanding stereotype threat, and identifying disproportionate student outcomes by using district data. 
  • Beginning in the 2022-23 school year, WSSDA must provide ongoing training through the use of its association dues to school board members using a program from the recommended list. 
  • Subject to appropriations, OSPI, in collaboration with other entities, must add dismantling institutional racism to the content outline for professional development and training for school staff. The training program must include review of district data to identify disproportionate student outcomes and understanding of implicit bias and stereotype threat.
  • Beginning with the 2022-23 school year and subject to appropriations, ESDs and school districts must use the content outline and training materials from the recommended list to provide job-embedded, ongoing training opportunities for classified staff, certificated instructional staff, certificated administrative staff, and the superintendent. 
  • The statute that strongly encourages certain districts identified for improvement to provide cultural competency professional development and training is repealed.