Research Base

 

PRO-Muskingum, Families and Children First, in partnership with Muskingum Valley ESC, created the Care Team Collaborative (CTC) framework (K-12 services) in 2003 by merging the research-based practices from UCLA Center for Mental Health in Schools, Search Institute’s 40 Developmental Assets and Ohio Department of Education’s Comprehensive System of Learning Supports.  CTC's purpose is to promote systemic alignment and blend funding to increase access to educational, social, emotional, behavioral and physical health services (universal prevention, early intervention, intensive intervention) to develop healthy, resilient youth who succeed in school and life.

The UCLA Center for Mental Health in Schools, under the direction of Dr. Howard Adelman and Dr. Linda Taylor, provides the primary research base for the Care Team Collaborative framework.  Adelman and Taylor clearly document that schools can no longer 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 offer school leaders tools to revisit infrastructure and make strategic changes to comprehensively address non academic barriers. 

The second facet of the CTC comes from Search Institute®, an independent, nonprofit organization whose mission is to provide leadership, knowledge and resources to promote healthy children, youth and communities. Search Institute’s 40 Developmental Assets are positive experiences and personal qualities young people need to grow up healthy, caring and responsible. October 2003’s issue of Insights and Evidence, “Boosting Student Achievement New Research on the Power of Developmental Assets,” documented the first longitudinal research which showed that comprehensive, asset-based approaches to education and youth development have tremendous potential to contribute to the academic success of students from all backgrounds. In addition, the Asset framework can be used within schools and communities to provide a common language and network of support for schools, providers, youth and families. For these reasons, Care Team Collaborative chose the Developmental Assets as our fundamental youth development model.

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 that all students have a basic right to academic programs and services that meet their unique needs and help them achieve their full potential. With students experiencing learning and other problems, early detection and intervention prevent costly and intensive interventions later (Ohio Department of Education, Learning Supports Guidelines, 2007). A comprehensive system of learning supports is the collection of resources, strategies and practices, as well as environmental and cultural factors beyond the classroom, that provide the physical, cognitive, social and emotional support every student needs to succeed in school and life (Adelman and Taylor, 2006). Through the CTC framework, school and community partners collaborate, using data, to identify student and community needs. The partners then direct resources at the level and intensity needed to impact change in individual student behavior and school-wide teaching and learning outcomes.
 
The Care Team Collaborative framework integrates each of these evidence-based models into our three-tier Continuum of Care. CTC provides training, technical assistance, support, data collection and evaluation services necessary for school communities to implement this Continuum of Care.