BILL ANALYSIS �
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THIRD READING
Bill No: SB 596
Author: Yee (D), et al.
Amended: 1/27/14
Vote: 21
SENATE EDUCATION COMMITTEE : 8-0, 1/15/14
AYES: Liu, Wyland, Block, Correa, Hancock, Hueso, Monning,
Torres
NO VOTE RECORDED: Huff
SENATE HEALTH COMMITTEE : 7-0, 1/15/14
AYES: Hernandez, Beall, De Le�n, DeSaulnier, Monning, Pavley,
Wolk
NO VOTE RECORDED: Anderson, Nielsen
SENATE APPROPRIATIONS COMMITTEE : 6-0, 1/23/14
AYES: De Le�n, Gaines, Hill, Lara, Padilla, Steinberg
NO VOTE RECORDED: Walters
SUBJECT : Pilot program: Pupil mental health
SOURCE : Seneca Family of Agencies
DIGEST : This bill requires the California Department of
Education (CDE) to establish a three-year pilot program, as
specified, to encourage inclusive practices that integrate
mental health, special education, and school climate
interventions following a multi-tiered framework.
ANALYSIS : Tiered intervention is an approach to early
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identification and support of students with learning and
behavior needs. Models of tiered intervention vary but,
characteristically, the approach provides struggling students
with interventions at increasing levels of intensity to
accelerate their learning. Students may receive intervention
support from teachers, other personnel, or from specialists
partnering with the school. Many schools voluntarily follow
models of tiered interventions to address student needs prior to
imposing discipline or making referrals to special education.
This bill requires the CDE to establish a voluntary three-year
pilot program in four schools to encourage model practices of
interventions that targets the behavioral, emotional, and
academic needs of pupils with multi-tiered and integrated mental
health, special education, and school climate interventions.
Specifically, this bill:
1. Requires the pilot program to be established in four schools
that volunteer to participate, as specified, which propose
model approaches that provide preventive, targeted and
intensive interventions that target the behavioral, emotional
and academic needs of students.
2. Establishes numerous requirements for participating schools,
including formalized collaboration with local mental health
agencies to provide school-based mental health services, and
targeted interventions for students with identified
social-emotional, behavioral and academic needs. Limits
participation to two northern California and two southern
California schools, and to schools in which 60% or more of
students are eligible for a free or reduced-price meal
program.
3. Requires the Department of Health Care Services and CDE to
create a comprehensive evaluation and progress indicators,
and to disseminate best practices.
4. 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.
5. Codifies legislative intent that the models used by
participating schools and evaluated by CDE can be adopted by
additional schools upon demonstrated success of the pilot
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program.
6. Codifies legislative findings and declarations that all
students deserve adequate behavioral and academic support,
students face many challenges such as poverty, current
funding practices do not incentivize preventative measures,
and collaboration is needed between schools and county mental
health agencies.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
SUPPORT : (Verified 1/27/14)
Seneca Family of Agencies (source)
California Academy of Child and Adolescent Psychiatry
California Primary Care Association
California Psychiatric Association
ARGUMENTS IN SUPPORT : According to the author's office,
unaddressed student needs frequently result in more profound
behavioral and academic challenges that can necessitate costly,
restrictive interventions. Adding to the difficulty in
addressing these challenges is the fragmentation of the
education and mental health systems designed to serve struggling
youth. The school setting presents an important opportunity to
identify and respond to the comprehensive needs of youth,
reducing barriers to access. 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.
PQ:d 1/27/14 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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