BILL ANALYSIS                                                                                                                                                                                                    Ó

                                                                      AB 1025

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          1025 (Thurmond)

          As Amended  June 2, 2015

          Majority vote

          |Committee       |Votes |Ayes                |Noes                  |
          |                |      |                    |                      |
          |                |      |                    |                      |
          |Education       |6-0   |O'Donnell, Chávez,  |                      |
          |                |      |Kim, Santiago,      |                      |
          |                |      |Thurmond, Weber     |                      |
          |                |      |                    |                      |
          |Appropriations  |11-4  |Gomez, Bonta,       |Bigelow, Gallagher,   |
          |                |      |Calderon, Daly,     |Jones, Wagner         |
          |                |      |Eggman,             |                      |
          |                |      |                    |                      |
          |                |      |                    |                      |
          |                |      |Eduardo Garcia,     |                      |
          |                |      |Gordon, Holden,     |                      |
          |                |      |Quirk, Rendon, Wood |                      |
          |                |      |                    |                      |
          |                |      |                    |                      |

          SUMMARY:  Establishes the Multitiered and Integrated Interventions  
          Pilot Program to encourage inclusive practices that integrate  
          mental health, special education, and school climate interventions  


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          following a multitiered framework.  Specifically, this bill:  

          1)Requires the California Department of Education (CDE) to  
            establish a three-year pilot program as part of the plan to  
            provide technical assistance and disseminate statewide resources  
            that encourage and assist local educational agencies (LEAs) in  
            establishing and aligning schoolwide, data-driven systems of  
            learning and behavioral supports.  

          2)Specifies that in accordance with moneys appropriated in the  
            annual Budget Act or another statute for the purpose of  
            implementing this bill, the CDE shall establish the pilot  
            program in three schools in each of five school districts that  
            apply to participate through the submission of detailed  
            applications providing estimates for the amount of funding being  
            requested for startup and evaluation of the program and  
            specifying their intended models.  Specifies that the schools  
            selected shall not include the schools that received a federal  
            Substance Abuse and Mental Health Services Administration's "Now  
            is The Time" grant.  Requires the CDE to select schools where at  
            least 60% of the student body is eligible for a free or  
            reduced-price 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. 

          3)Specifies that in addition to reflecting the school's specific  
            culture and needs, a school's model shall include all of the  

             a)   Formalized collaboration with local mental health agencies  
               to provide school-based mental health services that are  
               integrated within a multitiered system of support.


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             b)   Leverage of school and community resources to offer  
               comprehensive multitiered interventions on a sustainable  

             c)   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.

             d)   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.

             e)   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.

             f)   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.

             g)   Intensive services, such as wraparound, behavioral  
               intervention, or one-on-one support, that can reduce the need  
               for a pupil's referral to special education or placement in  
               more restrictive, isolated settings.


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             h)   Specific strategies and practices that ensure parent  
               engagement with the school, and provide parents with access  
               to resources that support their children's educational  

          4)Specifies that in accordance with an appropriation in the annual  
            Budget Act for the purpose of implementing this bill, the CDE  
            shall provide startup and evaluation funding to each school  
            participating in the pilot program in the following amounts:
             a)   $250,000 in year one;
             b)   $200,000 in year two; and, 

             c)   $150,000 in year three.

          5)Requires the State Department of Health Care Services, the  
            Mental Health Services Oversight and Accountability Commission,  
            and the CDE to develop a comprehensive evaluation plan to assess  
            the impact of the pilot program and disseminate best practices.
             a)   Specifies that outcomes and indicators to be reported  
               pursuant to this bill by schools participating in the pilot  
               program shall include, but need not 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.
          6)Requires the CDE to submit a report to the Legislature at the  
            end of the three-year period evaluating the success of the  
            program and making further recommendations.  Requires the CDE to  
            make the report available to the public, and to post it on the  
            CDE's Internet Web site.

          7)Specifies that the requirement to submit a report to the  
            Legislature is inoperative four years after the report is due,  
            consistent with Government Code requirements.


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          8)Requires the Mental Health Services Oversight and Accountability  
            Commission to revise its guidelines and regulations for  
            Prevention and Early Intervention Programs of the Mental Health  
            Services Act (MHSA), pursuant to Welfare and Institutions Code  
            Section 5840, to require that these prevention and early  
            intervention programs in K-12 schools are designed to support  
            the implementation or expansion of model programs in accordance  
            with the criteria set forth in this bill.

          9)Sunsets and repeals on January 1, 2020, unless a later enacted  
            statute, that is enacted before January 1, 2020, deletes or  
            extends that date.  

          FISCAL EFFECT:  According to the Assembly Appropriations  
          Committee, unknown General Fund administrative costs to CDE,  
          likely in excess of $400,000.  Administrative workload associated  
          with this new program include application development,  
          administering grant awards, coordinating with the Department of  
          Health Care Services to develop a comprehensive evaluation plan to  
          assess the benefits of the program, disseminating best practices,  
          data collection and reporting requirements. 

          COMMENTS:  Purpose of the bill.  The author states, 

            Nearly one in four youth are living in poverty, almost 60,000  
            youth are currently placed in foster care and it is estimated  
            that 20%of youth are in need of mental health intervention.   
            Too often, students in disadvantaged communities face  
            relational and environmental stressors that, when left  
            unaddressed, hinder their ability to achieve their full  
            potential.  Compounded traumatic stressors including poverty  
            and exposure to violence have been found to negatively affect  
            student academic achievement, learning and emotional  
            development, and result in disproportionately high referral  
            rates to special education services.  Risk factors that are  


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            known to negatively impact the social emotional wellbeing and  
            academic achievement of students are widespread.

            Unfortunately, the needs of students facing such challenges  
            often go unrecognized or are misunderstood. Unaddressed  
            student needs frequently result in more profound behavioral  
            and academic challenges that can necessitate costly,  
            restrictive interventions including entering into the juvenile  
            justice system. The fragmentation of our education and mental  
            health systems only makes the situation worse.  The school  
            setting presents an important opportunity to identify and  
            respond to the comprehensive needs of youth, reducing barriers  
            to access as well as the stigma that is often associated with  
            seeking help.  Working in partnership with mental health  
            providers, the school community can be empowered with the  
            skills and resources to promote the wellbeing and achievement  
            of all students.

          Mental health services in schools.  According to the CDE, mental  
          health services in schools include a broad range of services,  
          settings, and strategies.  Psychological and mental health  
          services in schools apply learning theory for individuals and  
          groups to improve instruction and coordinate and evaluate plans to  
          meet unique individual needs for learning or behavior problems.   
          School psychologists also use research to design prevention and  
          intervention programs, and provide crisis intervention, suicide  
          prevention, and other mental health strategies as part of a  
          student support services team.  Mental health services that are  
          provided in schools may include academic counseling, brief  
          interventions to address behavior problems, and assessments or  
          referrals to other systems. However, most of the mental health  
          services provided by schools are within the context of special  
          education and meeting the requirements specified in a student's  
          individualized education program.  

          What does this bill do?  This bill, in accordance with funds  


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          provided in the Budget Act, establishes a pilot program to  
          encourage practices that integrate mental health, special  
          education, and school climate interventions using a multitiered  
          framework.  This bill requires the CDE to select three schools  
          enrolling at least 60% of students eligible for free and  
          reduced-price meals in five school districts - that have not been  
          selected for participation in a federal pilot project - for  
          participation in the pilot.  Applications submitted by schools  
          must detail how it will target the behavioral, emotional, and  
          academic needs of pupils with multitiered and integrated mental  
          health, special education, and school climate interventions.  The  
          bill requires a school's plan to include specified components.

          Multitiered interventions.  This bill requires the pilot to use a  
          multitiered approach.  Over the last several years, schools have  
          adopted less punitive disciplinary policies and implemented  
          school-wide intervention-type proposals in an attempt to keep  
          students in school.  For example, schools throughout the state  
          have implemented the Schoolwide Positive Behavior Intervention and  
          Support program (SW-PBIS).  SW-PBIS has roots in the Individuals  
          with Disabilities Act of 1997, used to identify specific learning  
          disabilities.  The United States Department of Education  
          encourages SW-PBIS strategies and has an Internet Web site with  
          resources to provide technical assistance to school districts.   
          SW-PBIS is a form of multitiered system of support.  As indicative  
          in the name, the strategies are based on a tiered system. At the  
          first tier, belief systems and practices are implemented  
          schoolwide.  Students at risk of developing emotional or  
          behavioral problems requiring a higher level of intervention may  
          be referred to more focused attention, such as those in small  
          group settings, in tier 2.  At the highest level of intervention,  
          tier 3, students may receive individualized attention, such as  
          referral to counseling.        

          Substance Abuse and Mental Health Services "Now is the Time" pilot  
          projects.  Following the school shooting at Sandy Hook Elementary  
          in Connecticut in December 2012 where 26 students and school staff  


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          were killed by a former student with mental health issues,  
          President Obama established a grant program to increase students'  
          access to mental health treatments.  California received $9.7  
          million from the "Now is the Time Project Advancing Wellness and  
          Resilience in Education" grant last fall.  According to the CDE,  
          the grant has two components.  Three LEAs, Garden Grove Unified  
          School District, Santa Rosa City Schools, and the San Diego County  
          Office of Education, were selected to participate in the first  
          component of the grant.  The LEAs will establish a process for  
          referring and connecting children to mental health services.  If  
          successful, the models developed by these LEAs can be shared  
          statewide.  The second component utilizes a training program  
          called Youth Mental Health First Aid.  The training teaches school  
          staff how to help youth experiencing mental health or addictions  
          challenges or are in crisis.  This bill specifies that grants  
          awarded pursuant to this bill shall not include LEAs that received  
          "Now is the Time" funds.     

          MHSA.  Proposition 63 was passed by voters in November 2004.  The  
          MHSA imposes a 1% income tax on personal income in excess of $1  
          million and provides funding for programs to address mental health  
          needs, including Prevention and Early Intervention.  The MHSA  
          established the Mental Health Services Oversight and  
          Accountability Commission, comprised of 15 members, including the  
          SPI and a school district superintendent, to oversee the  
          implementation of the MHSA.  This bill requires the Commission to  
          revise its guidelines and regulations to require Proposition 63  
          funds for prevention and early intervention programs to be  
          designed to support the implementation or expansion of model  
          programs in accordance with the criteria established by this bill.  

          Analysis Prepared by:                                               
                          Sophia Kwong Kim / ED. / (916) 319-2087  FN:  


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