Adelman and Taylor (UCLA Center for Mental Health in Schools) clearly document schools can no longer only focus only on improving instruction and management to reach every child. Schools must include “enabling components” directed at addressing children’s non academic barriers to learning. Schools and communities must work together to build the infrastructure to not just provide services, but ensure that addressing barriers to learning is as much of a leadership priority as curriculum, instruction and management. CTC’s training and support offers school leaders tools to revisit infrastructure and make systemic, strategic changes to comprehensively address non academic barriers.

Search Institute, an independent, nonprofit organization provides leadership, knowledge, and resources to promote healthy children, youth, and communities. Using 30+ years of research, Search Institute designed the framework of 40 Developmental Assets, positive experiences and personal qualities young people need to grow up healthy, caring, and responsible. Search Institute offers Asset Building resources for every level of child development from birth – high school and for all community sectors. Every CT school community receives intensive Asset framework training to build a common language supporting every child and family. School staff, community partners, student and families use the Asset framework to improve relationships and school climate for all children.

The Ohio Department of Education’s Comprehensive System of Learning Supports is a community approach to closing the achievement gap for all children. The underlying philosophy is every student has a basic right to academic programs and services to meet his or her unique needs to achieve his or her full potential. Early detection and intervention with students experiencing learning and other problems prevent costly and intensive interventions later. A comprehensive system of learning supports is the collection of resources, strategies and practices (as well as environmental and cultural factors extending beyond the classroom) that together provide the physical, cognitive, social and emotional support every student needs to succeed in school and in life (Adelman and Taylor, 2006). Through CTC framework, school and community partners collaborate, using data to identify student and community needs and direct resources at the level and intensity needed to impact change in individual behavior and school wide teaching and learning outcomes.