AB 1025, as amended, Thurmond. 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. Existing law requires the Superintendent of Public Instruction, 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
begin delete a 3-year pilot programend delete to encourage inclusive practices that integrate mental health, special education, and school climate interventions following a multitiered framework in begin delete 3 schools in 10 school districts,end delete as specified. The bill would require the State Department of Education to select schools where at least 60% of the student body is eligible for a free or reduced-price meal program and whose applications provide an estimate for the amount of funding being requested for start up and evaluation 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 startup and evaluation funding to each school participating in the pilot program, and would require the schools to provide certain information to the State Department of Education in accordance with a comprehensive evaluation plan developed by 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 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:
(a) The Legislature finds and declares that pupils
2from all backgrounds and circumstances in California deserve
3adequate behavioral and academic support to achieve their full
4potential. The Legislature further finds and declares all of the
6(1) Pupils in California face relational and environmental
7stressors that diminish their ability to achieve their full potential.
8Among these complex challenges may be poverty, frequent
9exposure to violence, placement in the foster care system, and
10other negative experiences that result in chronic stress and trauma.
11Nearly 700,000 pupils in California receive special education
12services, and nearly one-in-four youth are living in poverty. Nearly
1360,000 youth are currently placed in foster care, and as many as
1420 percent of youth are in need of mental health interventions.
15(2) Pupils with these stressors are frequently failed by the current
16policies and systems in place, as measured by indicators for
17academic outcomes, social inclusion, emotional development,
18mental health support, and general pupil well-being.
P3 1(A) In California, more than 20 percent of special education
2pupils spend less than 40 percent of their day within their regular
3classroom, an indicator of inclusion, compared to 14 percent of
4special education pupils nationally and a federal target of less than
6(B) Only 59 percent of
special education pupils graduated from
7high school within four years in the 2010-11 fiscal year compared
8to 76 percent of all pupils.
9(C) Statewide, a recent study found only 58 percent of foster
10youth in grade 12 graduated compared to 85 percent of all youth,
11with nearly 14 percent of foster youth in grade 12 dropping out of
13(D) Far too often, youth with mental health challenges do not
14receive the services they need. For instance, one study found that
15nearly two-thirds of adolescents who experienced a major
16depressive disorder in the last year did not receive treatment.
17(E) Even by grade 3, low-income pupils perform substantially
18below their higher income peers in areas of social and emotional
19skill, social and emotional development, engagement in school,
20and physical well-being.
21(3) Current funding practices fail to adequately incentivize
22schools to invest in front-end preventative measures that would
23reduce overall cost of special education.
24(4) Delivery of comprehensive community-based support and
25resources requires a high level of collaboration among schools,
26school districts, and county mental health agencies.
27(5) Inclusive multitiered systems of behavioral and academic
28supports are essential to providing high-quality, cost-effective
29special education programs that benefit all pupils.
P4 1(b) It is the intent of the Legislature that, upon demonstrated
2success of the pilot program established pursuant to Section
3124174.7 of the Health and Safety Code, the evaluated models can
4be adopted by a large number of schools to increase the efficient
5and effective utilization of available community resources in order
6to promote the success of all pupils.
Section 124174.7 is added to the Health and Safety
8Code, to read:
(a) (1) The State Department of Education shall
begin delete a three-year in accordance with this
13pilot programend delete
14section to encourage inclusive practices that integrate mental
15health, special education, and school climate interventions
16following a multitiered framework.
17(2) For purposes of this section, “department” means the State
18Department of Education.
begin deleteThe end deletedepartment shall establish the pilot program in
21three schools in each of
begin delete 10end delete
22districts that apply to participate through the submission of detailed
23applications providing estimates for the amount of funding being
begin delete start upend delete and evaluation of the program and
25specifying their intended models. The department shall select
26schools where at least 60 percent of the student body is eligible
27for a free or reduced-price meal program and whose applications
28detail a model approach that targets the behavioral, emotional, and
29academic needs of pupils with multitiered and integrated mental
30health, special education, and school climate interventions. In
31addition to reflecting the school’s specific culture and needs, a
32school’s model shall include all of the following:
33(1) Formalized collaboration with local mental health agencies
34to provide school-based mental health services that are integrated
35within a multitiered system of support.
36(2) Leverage of school and community resources to offer
37comprehensive multitiered interventions on a sustainable basis.
38(3) An initial school climate assessment that includes
39 information from multiple stakeholders, including school staff,
P5 1pupils, and families, that is used to inform the selection of strategies
2and interventions that reflect the culture and goals of the school.
3(4) A coordination of services team that considers referrals for
4services, oversees schoolwide efforts, and utilizes data-informed
5processes to identify struggling pupils who require early
7(5) Whole school strategies that address school climate and
8universal pupil well-being, such as positive behavioral interventions
9and supports or the Olweus Bullying Prevention Program, as well
10as comprehensive professional development opportunities, that
11build the capacity of the entire school community to recognize and
12respond to the unique social-emotional, behavioral, and academic
13needs of pupils.
14(6) Targeted interventions for pupils with identified
15social-emotional, behavioral, and academic needs, such as
16therapeutic group interventions, functional behavioral analysis and
17plan development, and targeted skill groups.
18(7) Intensive services, such as wraparound, behavioral
19intervention, or one-on-one support, that can reduce the need for
20a pupil’s referral to special education or placement in more
21restrictive, isolated settings.
25(c) Contingent on the enactment of an appropriation in the
26annual Budget Act for the purpose of implementing this section,
27the department shall provide startup and evaluation funding to
28each school participating in the pilot program in the following
30(1) Two hundred fifty thousand dollars ($250,000) in year one.
31(2) Two hundred thousand dollars ($200,000) in year two.
32(3) One hundred fifty thousand dollars ($150,000) in year three.
33(d) (1) The State Department of Health Care Services
35 and the department shall develop a comprehensive evaluation plan
36to assess the impact of the pilot program and disseminate best
38(2) Outcomes and indicators to be reported pursuant to this
39subdivision by schools participating in the pilot program shall
40include, but need not be limited to, those already being collected
P6 1by schools, as well as designated measures of pupil well-being,
2academic achievement, and school engagement and attendance.
3(3) (A) The department, in compliance with Section 9795 of
4the Government Code, shall submit a report to the Legislature at
5the end of the three-year period evaluating the success of the
6program and making further recommendations. The department
7shall make the report available to the public, and shall post it on
8the department’s Internet Web site.
9(B) The requirement to submit a report to the Legislature
10imposed under subparagraph (A) is inoperative, pursuant to Section
1110231.5 of the Government Code, four years after the report is