BILL NUMBER: SB 596	AMENDED
	BILL TEXT

	AMENDED IN SENATE  JANUARY 27, 2014
	AMENDED IN SENATE  JANUARY 17, 2014
	AMENDED IN SENATE  JANUARY 6, 2014
	AMENDED IN SENATE  APRIL 1, 2013

INTRODUCED BY   Senator Yee
   (Coauthor: Senator Beall)

                        FEBRUARY 22, 2013

   An act to add Section 124174.7 to the Health and Safety Code,
relating to pupil health.


	LEGISLATIVE COUNSEL'S DIGEST


   SB 596, as amended, Yee. Pupil health: multitiered and integrated
interventions pilot program.
   Existing law establishes a system of public elementary and
secondary schools in this state, and provides for the establishment
of school districts and other local educational agencies to operate
these schools and provide instruction to pupils. Under existing law,
the Superintendent of Public Instruction is required, among his or
her other duties, to serve as the chief executive officer of the
State Department of Education.
   This bill would require the State Department of Education to
establish a 3-year pilot program to encourage inclusive practices
that integrate mental health, special education, and school climate
interventions following a multitiered framework in 4 schools, as
specified. The bill would require the  department 
 State Department of Education to select schools where at
least 60% of the student body is eligible for  a  free or
reduced-price  meals or free milk in child nutrition programs
  meal program  and whose applications 
provide an estimate for the amount of funding being requested and
 detail a model approach that targets the behavioral, emotional,
and academic needs of pupils with multitiered and integrated mental
health, special education, and school climate interventions. The
 bill, contingent on the enactment of an appropriation for
this purpose, would require the department to provide start-up and
evaluation funding to each school participating in the pilot program,
and   bill  would require the schools to provide
certain information to the  department   State
Department of Education  in accordance with a comprehensive
evaluation plan developed by  the department and 
the State Department of Health Care Services  and the State
Department of Education  to assess the impact of the pilot
program and disseminate best practices. The bill would require the
 department   State Department of Education
 to submit a report to the Legislature evaluating the success of
the pilot program at the end of the 3-year period.
   Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

   SECTION 1.    (a) The Legislature finds and declares
that pupils from all backgrounds and circumstances in California
deserve adequate behavioral and academic support to achieve their
full potential. The Legislature further finds and declares all of the
following:  
   (1) Pupils in California face relational and environmental
stressors that diminish their ability to achieve their full
potential. Among these complex challenges may be poverty, frequent
exposure to violence, placement in the foster care system, and other
negative experiences that result in chronic stress and trauma. Nearly
700,000 pupils in California receive special education services, and
nearly one-in-four youth are living in poverty. Nearly 60,000 youth
are currently placed in foster care and as many as 20 percent of
youth are in need of mental health interventions.  
   (2) Pupils with these stressors are frequently failed by the
current policies and systems in place, as measured by indicators for
academic outcomes, social inclusion, emotional development, mental
health support, and general pupil well-being.  
   (A) In California, more than 20 percent of special education
pupils spend less than 40 percent of their day within their regular
classroom, an indicator of inclusion, compared to 14 percent of
special education pupils nationally and a federal target of less than
9 percent.  
   (B) Only 59 percent of special education pupils graduated high
school within four years in the 2010-11 fiscal year compared to 76
percent of all pupils.  
   (C) Statewide, a recent study found only 58 percent of foster
youth in grade 12 graduated compared to 85 percent of all youth, with
nearly 14 percent of foster youth in grade 12 dropping out of
school.  
   (D) Far too often, youth with mental health challenges do not
receive the services they need. For instance, one study found that
nearly two-thirds of adolescents who experienced a major depressive
disorder in the last year did not receive treatment.  
   (E) Even by grade 3, low-income pupils perform substantially below
their higher income peers in areas of social and emotional skill,
social and emotional development, engagement in school, and physical
well-being.  
   (3) Current funding practices fail to adequately incentivize
schools to invest in front-end, preventative measures that would
reduce overall cost of special education.  
   (4) Delivery of comprehensive, community-based support and
resources requires a high level of collaboration between schools,
school districts, and county mental health agencies.  
   (5) Inclusive, multitiered systems of behavioral and academic
supports are essential to providing high-quality, cost-effective
special education programs that benefit all pupils.  
   (b) It is the intent of the Legislature that, upon demonstrated
success of the pilot program established pursuant to Section 124174.7
of the Health and Safety Code, the evaluated models can be adopted
by a large number of schools to increase the efficient and effective
utilization of available community resources in order to promote the
success of all pupils. 
   SECTION 1.   SEC. 2.   Section 124174.7
is added to the Health and Safety Code, to read:
   124174.7.  (a) The State Department of Education shall establish a
three-year pilot program in accordance with this section to
encourage inclusive practices that integrate mental health, special
education, and school climate interventions following a multitiered
framework. As used in this section, "department" means the State
Department of Education.
   (b) The department shall establish the pilot program in four
schools that apply to participate through the submission of detailed
applications  providing estimates for the amount of funding being
requested for start up and evaluation of the program and 
specifying their intended models. Geographical distribution shall be
ensured by locating the pilot program at two schools in northern
California and two schools in southern California. The department
shall select schools where at least 60 percent of the student body is
eligible for  a  free or reduced-price meals or
free milk in child nutrition programs   meal program
 and whose applications detail a model approach that targets the
behavioral, emotional, and academic needs of pupils with multitiered
and integrated mental health, special education, and school climate
interventions. In addition to reflecting the school's specific
culture and needs, a school's model shall include all of the
following:
   (1) Formalized collaboration with local mental health agencies to
provide school-based mental health services that are integrated
within a multitiered system of support.
   (2) Leverage of school and community resources to offer
comprehensive multitiered interventions on a sustainable basis.
   (3) An initial school climate assessment that includes information
from multiple stakeholders, including school staff, pupils, and
families that is used to inform the selection of strategies and
interventions that reflect the culture and goals of the school.
   (4) A coordination of services team that considers referrals for
services, oversees schoolwide efforts, and utilizes data-informed
processes to identify struggling pupils who require early
interventions.
   (5) Whole school strategies that address school climate and
universal pupil well-being, such as positive behavioral interventions
and supports or the Olweus Bullying Prevention Program, as well as
comprehensive professional development opportunities that build the
capacity of the entire school community to recognize and respond to
the unique social-emotional, behavioral, and academic needs of
pupils.
   (6) Targeted interventions for pupils with identified
social-emotional, behavioral, and academic needs, such as therapeutic
group interventions, functional behavioral analysis and plan
development, and targeted skill groups.
   (7) Intensive services, such as wraparound, behavioral
intervention, or one-on-one support, that can reduce the need for a
youth's referral to special education or placement in more
restrictive, isolated settings. 
   (c) Contingent on the enactment of an appropriation for this
purpose in the annual Budget Act or another statute, the department
shall provide start-up and evaluation funding to each school
participating in the pilot program in the following amounts:
 
   (1) Two hundred fifty thousand dollars ($250,000) in year one.
 
   (2) Two hundred thousand dollars ($200,000) in year two.

   (3) One hundred fifty thousand dollars ($150,000) in year three.
 
   (d) 
    (c)  (1) The State Department of Health Care Services
and the department shall develop a comprehensive evaluation plan to
assess the impact of the pilot program and disseminate best
practices.
   (2) Outcomes and indicators to be reported, pursuant to this
subdivision, by schools participating in the pilot project shall
include, but not necessarily be limited to, those already being
collected by schools, as well as designated measures of pupil
well-being, academic achievement, and school engagement and
attendance.
   (3) (A) The department, in compliance with Section 9795 of the
Government Code, shall submit a report to the Legislature at the end
of the three-year period evaluating the success of the program and
further recommendations. The department shall make the report
available to the public, and shall post it on the department's
Internet Web site.
   (B) The requirement to submit a report to the Legislature imposed
under subparagraph (A) is inoperative, pursuant to Section 10231.5 of
the Government Code, four years after the report is due. 
   (e) The Legislature finds and declares that pupils from all
backgrounds and circumstances in California deserve adequate
behavioral and academic support to achieve their full potential. The
Legislature further finds and declares all of the following:
 
   (1) Pupils in California face relational and environmental
stressors that diminish their ability to achieve their full
potential. Among these complex challenges may be poverty, frequent
exposure to violence, placement in the foster care system, and other
negative experiences that result in chronic stress and trauma. Nearly
700,000 pupils in California receive special education services, and
nearly one-in-four youth are living in poverty. Nearly 60,000 youth
are currently placed in foster care and as many as 20 percent of
youth are in need of mental health interventions.  
   (2) Pupils with these stressors are frequently failed by the
current policies and systems in place, as measured by indicators for
academic outcomes, social inclusion, emotional development, mental
health support, and general pupil well-being.  
   (A) In California, more than 20 percent of special education
pupils spend less than 40 percent of their day within their regular
classroom, an indicator of inclusion, compared to 14 percent of
special education pupils nationally and a federal target of less than
9 percent.  
   (B) Only 59 percent of special education pupils graduated high
school within four years in the 2010-11 fiscal year compared to 76
percent of all pupils.  
   (C) Statewide, a recent study found only 58 percent of foster
youth in grade 12 graduated compared to 85 percent of all youth, with
nearly 14 percent of foster youth in grade 12 dropping out of
school.  
   (D) Far too often, youth with mental health challenges do not
receive the services they need. For instance, one study found that
nearly two-thirds of adolescents who experienced a major depressive
disorder in the last year did not receive treatment. 

   (E) Even by grade 3, low-income pupils perform substantially below
their higher income peers in areas of social and emotional skill,
social and emotional development, engagement in school, and physical
well-being.  
   (3) Current funding practices fail to adequately incentivize
schools to invest in front-end, preventative measures that would
reduce overall cost of special education.  
   (4) Delivery of comprehensive, community-based support and
resources requires a high level of collaboration between schools,
school districts, and county mental health agencies. 

   (5) Inclusive, multitiered systems of behavioral and academic
supports are essential to providing high-quality, cost-effective
special education programs that benefit all pupils. 

   (f) It is the intent of the Legislature that, upon demonstrated
success of the pilot program, the evaluated models can be adopted by
a large number of schools to increase the efficient and effective
utilization of available community resources in order to promote the
success of all pupils.