BILL ANALYSIS Ó
SENATE COMMITTEE ON APPROPRIATIONS
Senator Ricardo Lara, Chair
2015 - 2016 Regular Session
SB 463 (Hancock) - School climate: Safe and Supportive Schools
Train the Trainer Program.
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|Version: April 23, 2015 |Policy Vote: ED. 7 - 1 |
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|Urgency: No |Mandate: No |
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|Hearing Date: May 28, 2015 |Consultant: Jillian Kissee |
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SUSPENSE FILE. AS AMENDED.
Bill
Summary: This bill requires the California Department of
Education (CDE), to the extent that funding is available in the
Budget Act of 2015, to designate a county office of education to
be the fiduciary agent for the Safe and Supportive Schools Train
the Trainer Program.
Fiscal Impact (as approved on May 28, 2015):
This bill is contingent upon one-time funding made available
in the Budget Act of 2015. Costs would likely be in the low
millions Proposition 98 General Fund to implement this program
as prescribed, over four years.
Additional, potentially significant, General Fund costs to the
CDE to develop and monitor the contract with the designated
county office of education.
Background:
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Positive behavior interventions and supports
Current law encourages schools, as comprehensive school safety
plans are reviewed and updated, to include in school safety
plans clear guidelines for the roles and responsibilities of
mental health professionals, community intervention
professionals, school counselors, school resource officers, and
police officers on school campus, if the school district uses
these people. The guidelines may include primary strategies to
create and maintain a positive school climate, promote school
safety, and increase pupil achievement, and prioritize mental
health and intervention services, restorative and transformative
justice programs, and positive behavior interventions and
support. (Education Code § 32282.1)
Current law also provides that corrective action other than
out-of-school suspension includes study teams, guidance teams,
resource panel teams, or other intervention-related teams that
assess the behavior, and develop and implement individualized
plans to address the behavior in partnership with the pupil and
his or her parents. (EC § 48900.5)
In addition, existing law requires that the individualized
education team for each student with exceptional needs consider
the use of positive behavioral interventions and supports for
students whose behavior impedes his or her learning. (EC §
56341.1)
Multi-tiered interventions
Many schools voluntarily follow models of tiered interventions
to address student needs prior to imposing discipline or making
referrals to special education. Models include Schoolwide
Positive Behavior Interventions and Supports, Response to
Intervention and Positive Environments Network of Trainers.
Typically, the base tier is a schoolwide approach involving
instruction and school climate. The middle tier is targeted to
students who did not respond to the schoolwide efforts and
involved more intense interventions such as tutoring. The top
tier focuses on a smaller group of students who continue to need
support and may include very intense and frequent services such
as counseling.
Proposed Law:
This bill requires, to the extent that one-time funding is
SB 463 (Hancock) Page 2 of
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provided in the Budget Act of 2015, the CDE to apportion funds
to a designated county office of education to be the fiduciary
agent for the Safe and Supportive Train the Trainer Program.
CDE is required to choose the designated county office of
education from those that apply.
This bill provides legislative intent that the development or
identification of the statewide training resource will lead to
the establishment of statewide professional development support
structures and a network of trainers allowing for the
development and expansion of certain research-based strategies,
such as Schoolwide Positive Behavior Interventions and Supports
programs.
It requires the county office of education to select an advisory
committee with relevant experience to assist in the planning and
implementation of this program and to consult with numerous
specific organizations to implement these strategies throughout
the state and nationally.
This bill requires funding to be allocated to support a number
of specific activities as part of a state-level plan, such as:
Explaining the importance of linking research-based
strategies with local control and accountability plans and
related state priority areas of student engagement and
school climate;
Providing regional conferences on implementation,
including free training for school and school district
teams and stipends for release time for school personnel
attending these conferences;
Developing best practices and ensuring that they are
widely disseminated;
Establishing a cohort of free or low-cost trainers and a
network of educators who can work directly with local
school districts;
Developing statewide methods for collecting and
disseminating best practices in implementing research-based
strategies; and
Developing specific professional development and
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communities for teachers using these practices in their
classes.
This bill also requires the Legislative Analyst's Office to
review the impacts of this professional development effort and
report to the Governor and Legislature on the breadth and best
practices of the training and any student outcomes impacted by
this effort.
Finally, this bill requires that any funding allocated for this
program is to be expended by January 1, 2019.
Related
Legislation:1.
AB 1133 (Achadjian, 2015) requires the State Public Health
Officer to establish a four-year pilot program to, among other
things, provide free regional training and technical assistance
in support services that include intervention and prevention
services. AB 1133 is pending in the Assembly Appropriations
Committee.
AB 1025 (Thurmond, 2015) requires the CDE to establish a
three-year pilot program to encourage inclusive practices that
integrate mental health, special education, and school climate
interventions following a multi-tiered framework. AB 1025 is
pending in the Assembly Appropriations Committee.
SB 1396 (Hancock, 2014) required the CDE, to the extent one-time
funding is available in the 2014-15 Budget Act, to designate
funds to a county office of education to establish professional
development activities to support the development and expansion
of multi-tiered intervention and support programs, including but
not limited to, schoolwide positive behavior intervention and
support. SB 1396 was held on the Assembly Appropriations
Committee's suspense file.
SB 596 (Yee, 2014) required the California Department of
Education (CDE) to establish a three-year pilot program to
encourage inclusive practices that integrate mental health,
special education, and school climate interventions following a
multi-tiered framework. SB 596 was held in the Assembly.
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Staff
Comments: The Legislative Analyst's Office has indicated that it
believes it is not well suited to conduct the evaluation as
prescribed in this bill as it would require significant local
data collection. It is unclear whether the LAO would be able to
conduct this study and the staff effort it might take.
Therefore, the LAO would need at a minimum, $100,000 General
Fund to address this workload.
Committee amendments (as adopted on May 28, 2015): Amendments
reduce requirements regarding the entities the designated county
office of education must consult and remove the LAO reporting
requirement.
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