HOUSE BILL REPORT

SHB 1814

BYHouse Committee on Appropriations (originally sponsored by Representatives Phillips, Wineberry, Peery, Betrozoff, Walker, G. Fisher, Holland, Valle, Ebersole, Winsley, Anderson, Wang, Locke, O'Brien, Miller, Nelson and Leonard)

Creating the cultural diversity in-service training program for teachers.

House Committe on Education

Majority Report:  Do pass with amendments.  (18)

      Signed by Representatives Peery, Chair; G. Fisher, Vice Chair; Betrozoff, Ranking Republican Member; Brumsickle, Cole, Fuhrman, Holland, Horn, Jones, P. King, Phillips, Pruitt, Rasmussen, Rayburn, Schoon, Valle, Walker and K. Wilson.

House Staff:Susan Patrick (786-7111)

Rereferred House Committee on Appropriations

Majority Report:  The substitute bill be substituted therefor and the substitute bill do pass.  (21)

      Signed by Representatives Locke, Chair; Grant, Vice Chair; H. Sommers, Vice Chair; Belcher, Bowman, Braddock, Brekke, Brough, Dorn, Ebersole, Ferguson, Hine, May, Peery, Rust, Sayan, Spanel, Sprenkle, Valle, Wang and Wineberry.

Minority Report:  Do not pass.  (3)

      Signed by Representatives Silver, Ranking Republican Member; McLean and Padden.

House Staff:      Janet Peterson (786-7136)

AS PASSED HOUSE MARCH 14, 1989

BACKGROUND:

Students in our state come from many nations.  In some school districts, students speak as many as 17 different languages.  The cultural diversity of our population means that students and their families may hold unique beliefs, expectations, customs, and experiences.  To be an effective teacher, the staff in our schools must be exposed and be sensitive to the cultural backgrounds of their students.

SUMMARY:

The Superintendent of Public Instruction may grant funds to selected school districts to conduct a cultural sensitivity training program.  The purpose of the program is to increase teacher, vice-principal, and principals awareness of the beliefs, expectations, customs, and experiences of other cultures.  The selected school districts may develop and present the program or contract with other individuals, the Office of the Superintendent of Public Instruction, or other organizations to perform the training.  Preference shall be given to districts that ensure participation of 50 percent or more of the eligible instructional staff.

Districts wishing to participate shall file an application requesting the training with the Superintendent of Public Instruction.  The application shall describe:  (1) the cultural diversity within the district and any prior cultural diversity training provided to students and/or staff; (2) a plan for the district to provide 20 percent matching funds; (3) the training program to be offered and the identity of whether the program will be provided by district personnel or whether the district will contract with the Office of the Superintendent of Public Instruction, other individuals, or organizations for this service; (4) the number and grade level of teachers and staff to be trained; and (5) the plan for evaluating the effectiveness of the program.  Joint applications will be accepted. If more districts apply than can be funded, priority will be given to districts with the largest percentage of minority students.

Appropriation:    (Education) An unspecified amount is appropriated to the Superintendent of Public Instruction.  (Appropriations)  The unspecified appropriation is deleted.

Fiscal Note:      Requested January 25, 1989.

House Committee ‑ Testified For:    (Education)  Hector Gonzalez, Washington State Commission on Hispanic Affairs; John Kvamme, Tacoma Public Schools; Dwayne Slate, Washington State School Directors' Association.

(Appropriations)  Representative Larry Phillips, Prime Sponsor; Warren Starr, Yakima School District; William Kendrick, Seattle School District; Esther Huey, Yakima Valley O.I.C.; Gary Howard, REACH Center; H.R. Thomas, Tacoma School District PUSH/EXCEL Program; Nga Duong, Tacoma Public Schools; Sally Riewald, Tacoma Public Schools; Chiyaki Shannon, Tacoma Urban League/Tacoma Public Schools; John Kvamme, Tacoma Public Schools; Lupe Sanchez, parent; Paul Patu and Laki Maimai, citizens; Claudia Kauffman Barnhart and Bernie Whitebear, United Indians of All Tribes Foundation; Rickie Malone, Black Education Coalition; Earl Debnam and Daina Bennett, African-American Parent Council; James Shelton and Roger Barron, Seattle School District.

House Committee - Testified Against:      (Education)  None Presented.

(Appropriations)  None Presented.

House Committee - Testimony For:    (Education)  There is great diversity within our population.  It is important that teachers and counselors have an understanding of the cultural background of a student in studying ways to improve their learning.  This recommendation is consistent with a study of ways to improve learning with hispanic students.  In addition to a generic cultural sensitivity program, we should also consider in-depth training on the major cultures of hispanic, asian, native Americans, and African-Americans.  It is important that we provide as much training to our staff as possible to enable us to meet the needs of all students.

(Appropriations)  There is a serious problem of disproportionality among ethnic groups in terms of drop-out rates, suspensions, and student achievement, related to a lack of cultural sensitivity among school staff.  Minority students are receiving subtle messages of inferiority.  There have been large increases in minority student enrollment, and many school districts are already using local monies to increase the cultural awareness of their staff.  It is evident in parents' views that the educational system has a problem.

House Committee - Testimony Against:      (Education)  None Presented.

(Appropriations)  None Presented.