BILL ANALYSIS �
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|SENATE RULES COMMITTEE | SB 1396|
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THIRD READING
Bill No: SB 1396
Author: Hancock (D)
Amended: 4/23/14
Vote: 21
SENATE EDUCATION COMMITTEE : 7-1, 4/2/14
AYES: Liu, Wyland, Correa, Galgiani, Hancock, Hueso, Monning
NOES: Huff
NO VOTE RECORDED: Block
SENATE APPROPRIATIONS COMMITTEE : 5-2, 5/23/14
AYES: De Le�n, Hill, Lara, Padilla, Steinberg
NOES: Walters, Gaines
SUBJECT : School climate: multitiered intervention and
support program
SOURCE : California Association of School Psychologists
DIGEST : This bill requires the Department of Education (CDE)
to designate funds to a county office of education (COE) to
establish professional development activities to support the
development and expansion of multitiered intervention and
support program (MISP).
ANALYSIS :
Positive Behavioral Interventions and Support (PBIS)
Existing law:
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1. 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.
2. 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/her parents.
3. Specific to students with exceptional needs, requires the
individualized education program team shall consider the use
of PBIS and supports for students whose behavior impedes
his/her learning.
This bill requires the CDE to designate funds to a COE to
establish professional development activities to support the
development and expansion of MISP programs. Specifically, this
bill:
1. Requires the CDE, to the extent one-time funding is available
in the 2014 Budget, to apportion funds to a designated COE to
be the fiduciary agent for the MISP program. This bill
requires the Superintendent of Public Instruction (SPI) to
select the designated county office from those that apply for
such designation.
2. Requires the designated COE to be responsible for the
establishment of specific professional development activities
that will lead to statewide professional development support
structures allowing for the development and expansion of MISP
efforts, including the incorporation of restorative
practices, in each region of the state.
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3. Requires this professional development and outreach effort
build upon existing statewide and regional organizations, and
networks that are providing services related to MISP and
other mental health approaches. This bill states that the
goals is to organize MISP trainings and resources to be
disseminated on a regional basis. This bill requires
trainings, associated materials, and research to educate
participants on how to have MISP support local control and
accountability plan strategic goals in alignment with a
multi-tiered support system framework.
4. Requires the designated a COE to consult with the K-12
Student Mental Health Initiative, the National Alliance on
Mental Health Illness, the California Technical Assistance
Center on MISP, the California County Superintendents
Educational Services Association, the California Mental
Health Directors Association, the United Advocates for
Children and Families, and other non-profit agencies
throughout the state. This bill requires the designated
county office to select an advisory committee consisting of
stakeholders and mental health professionals who have
participated in the development and expansion of MISP
programs to assist in the planning and implementation of this
project.
5. Requires funding to be targeted to all of the following
activities, within the context of planning and
implementation:
A. Explaining the importance of linking MISP efforts
with local control funding formula planning.
B. Creating broad exposure to MISP, which includes
pamphlets, videos, creation of Internet Web sites,
webinars and newsletters.
C. Creating regional conferences on MISP implementation
to provide free training for teachers, school
psychologists, and administrators.
D. Establishing stipends for release time for school
personnel to attend workshops.
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E. Developing best practices of current district-level
MISP systems and ensure best practices are widely
disseminated.
F. Establishing a cohort of trainers that can be
available to work directly with local school districts
seeking to implement MISP.
G. Establishing a repository for the collection and
dissemination of MISP best practices.
6. Requires the designated COE, working in cooperation with the
Department of Finance, CDE, and Legislative Analyst, to
analyze the relevant data on the success of MISP at both the
state and national levels, and establish a set of best
practices to be made available to school districts and
consortia of districts to expand current mental health
programs and to use as the foundation of addressing school
discipline issues including school violence, suspensions,
expulsions, and bullying.
7. Requires the Legislative Analyst's Office to review the
impacts of professional development and report to the
Governor and Legislature by June 30, 2017, on the breath and
best practices of the training.
8. States legislative findings and declarations relative to the
effect of positive behavior interventions on suspensions and
expulsions, and academic engagement and achievement.
Background
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 MISP, Response to Intervention and Positive
Environments Network of Trainers. Typically, the base tier is a
schoolwide approach involving instruction, school climate, etc.
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.
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The Student Success Team, formerly Student Study Team, is a
positive schoolwide early identification and intervention
process. Working as a team, the student, parent, teacher and
school administrator identify the student's strengths and assets
upon which an improvement plan can be designed. As a regular
school process, the team intervenes with school and community
support and an improvement plan that all team members agree to
follow. Follow-up meetings are planned to provide a continuous
casework management strategy to ensure the needs of students are
met.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
According to the Senate Appropriations Committee:
CDE costs of $1million - $2 million to contract with a COE to
create professional development content and to make
professional development opportunities available to schools
statewide (including stipends for release time for school
personnel attending workshops).
Report: Significant costs, likely in the hundreds of
thousands of dollars for the Legislative Analyst's Office to
complete the required report.
SUPPORT : (Verified 5/23/14)
California Association of School Psychologists (source)
AFSCME
American Civil Liberties Union
Berkeley Unified School District
Boys and Men of Color
California School Boards Association
California School-Based Health Alliance
Central Unified School District
Children Now
Children's Defense Fund
Gay-Straight Alliance Network
Labor/Community Strategy Center
Laguna Beach Unified School District
Legal Services for Children
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Our Family Coalition
Public Counsel
The Latina Center
PQ:d 5/27/14 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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