• Rapid Response Team Support

    • Student specific supports for children (P-12) displaying high risk behaviors when schools have exhausted school resources.  
    • Assistance may include the following:
      • Guidance in developing and implementing a behavior support plan
      • Consultation with school staff
      • Short term student support


    At-Home Strategies for Distance Learning

    This site includes a variety of strategies that caregivers can implement at home to support distance learning. 


    Need Support? Have Questions?

    Give us a call at 971.271.3267.


    Rapid Response Team Roles & Responsibilities



    SEL Assistant Director

    Oversees program

    Teacher on Special Assignment (1.0)

    Coordinates RRT cases

    School Psychologist (1.0)

    Provides FBA/BSP consultation & support

    Student Success Coordinators (2.0)

    Provides temporary student support to stabilize high risk situations and behavior plan implementation.  


    High Risk Behaviors (as defined by PPS):

    • Severe rage for seemingly minor reasons
    • Sexual aggressiveness (perpetrator or at risk for potential perpetration)
    • Severe destruction of property
    • Fire setting
    • Serious self-injurious behaviors

    Concerning Behavior



    Severe rage for seemingly minor reasons

    Multiple unprovoked incidents with the intent to cause harm to other students

    Knocking books off shelf


    Crawling on floor

    Severe destruction of property

    Repeatedly destroying a classroom

    Breaking/attempting to break windows

    Tearing paper off a wall

    Spitting on a poster

    Serious self-injurious behaviors

    Repeatedly running off school grounds into traffic

    Student running out of classroom into safe space in school

    Fire setting

    Intentionally starting a fire on school property

    Flicks lighter/lights matches that fails to start a fire

    Sexual aggressiveness (perpetrator or at risk for potential perpetration)

    Repeated incidents of student engaging in sexually aggressive behavior

    An isolated incident of a 5-year-old kissing another child on the playground

    Isolated incidences of students inappropriately touching a peer


    If a student is displaying concerning behaviors which are not at a level of Rapid Response Team Support, please review a list of additional resources available within the department of Student Success and Health:


    If a student is an imminent danger, initiate PPS Emergency Procedures and dial 911*.      

    Multnomah County Crisis Line: 503-988-4888      PPS Emergency: 503-916-6622

    *When initiating emergency procedures, notify the Area Senior Director.


    Frequently Asked Questions

    What is the Rapid Response Team?

    • The Rapid Response Team (RRT) is available for any PPS school who has a student exhibiting extremely unsafe behaviors (see Concerning Behaviors) and has exhausted all of their resources attempting to create safety for students and staff, to include Functional Behavior Assessment (FBA), Behavior Support Planning (BSP) and Student Intervention Team (SIT).

    What is the Rapid Response Process?

    • RRT is a short term support that stabilizes the extremely unsafe situations and supports the school team in developing a plan to support the student and staff.  
    • RRT may provide part-time student support to help the student stay safe and access their education.  RRT may also be a thought partner with the school team in the development of an intervention plan.
    • After the initial plan is created, RRT will continue to provide support to assist in the implementation of the plan in order to help the school to build capacity in supporting all students.  

    What Kinds of Behavior Does RRT Support?

    • RRT is a resource for schools when a student displays high risk behaviors including, but not limited to, setting fires, severe rage for seemingly minor reasons, severe destruction of property. The team is not a resource for minor repeated behaviors, such as, but not limited to, spitting, name calling, tantrums, eloping out of a classroom to the office.  

    How Do Schools Contact RRT?

    • The expectation is that when a school team contacts RRT, they have already attempted to implement school supports prior to requesting help. After a school has attempted to solve the problem using their own resources, and, if the situation has not improved, the Tier 3 or Student Intervention Team may request support from RRT.  

    What to do if a Student Doesn’t Meet the Criteria for RRT?

    • If the student doesn't meet the RRT criteria, schools may contact the following for support:

    Special Education

    • If the student is already receiving supports with Special Education, in the process of determining eligibility for Special Education or has a disability that would warrant an IEP, schools should contact the Special Education Program Administrator first.  RRT may still be a resource for these students, but collaboration with the Special Education Program Administrator is expected.

    Please Note

    • These expectations and criteria for using the RRT are in place so that the team is available to respond with urgency and fidelity to those situations that are truly high risk.


Rapid Response Team

Jill Bryant
SEL Assistant Director
Naomi Montelongo
MTSS Assistant Director
Kema Harvey
Student Success Coordinator
Tobius Mitchell
Student Success Coordinator
Amy Bolich
School Psychologist