Welcome to the Rapid Response Team

The Rapid Response Team partners with school teams (e.g., SIT), administrators & families to consult or (if needed) to develop an Action Plan (4-5 weeks) to coordinate a response to unsafe student behaviors observed in school settings (e.g., classroom, recess). A key function of this team is to help assess and enhance building-based and district behavioral support for students.

When RRT is contacted, a 5-step process (described below) is used to help school teams receive consultation around building student-centered support plans aimed at addressing underlying factors that may be enabling or triggering unsafe or unexpected student behaviors at school.

The 5 step RRT process is designed to assess & bolster existing building-level tiered support for a student.

RRT Action Plan: 5 step process

Step 1: Intake call

Intake call:

The INTAKE CALL is the first step in the RRT 5 step process.

Typically, a school administrator, teacher, or other school personnel (e.g., social worker, school counselor) will contact RRT to share a brief overview of the case.

Below is an example of key information that can be helpful to share with RRT prior to an intake call.

Please DO NOT share the student's name in emails or voice messages with RRT team members (please use the student ID).

To RRT:

My name/role is _________.I am contacting you about a potential RRT case (student #).

The current student behaviors of concern include: _______., ________.

Here is a link to the SIT or site-based student team where you can find information and data on the interventions we have tried prior to contacting RRT.

Specifically, we are seeking immediate assistance to __________ (e.g., assess the student's recent behavior, enhance safety or behavior support, get coaching related to _________).

Lastly, we have consulted with our Area Senior Director _________ and have received approval to consult with your team.

Thanks,
Step 2: Information sharing
Information sharing:

During or following the intake call, RRT staff will request the latest information on the student. This information may include, but is not limited to:
- SIT team data/notes
- Daily progress monitoring data
- Check-in Check-out data
- Visual or support schedules
- Written parent/guardian consent
Step 3: Site visit

Site visit:

Once the school team have shared all relevant information on the student, RRT will contact the school admin and teacher(s) to schedule a site visit.

During the site visit, RRT staff will conduct a Tier 1 observation in the classroom and possibly other areas of the school (recess, specials, cafeteria) where a student may need individualized behavioral support. This observation usually takes 1.5-2 hours.

RRT uses the following tools to guide classroom observations

Tier 1 classroom climate tool

Tier 1 equitable practices tool
Step 4: Consult/Action Plan

Consult/Action Plan:

RRT uses information collected from the site visit, interviews with key school team members, and a brief file review (e.g., Synergy, school SIT folder) to determine if consultation or action planning is the best course of action to support a school and student.

Consultation is brief guidance offered to empower and equip school teams to enhance or assess support delivered to a student. Consultation may include: (a) coaching on a specific practice or approach, (b) reviewing or offering feedback on a safety or support plan, (c) problem-solving with school staff, (d) recommending a school team collect data on promising strategies before moving into an action plan.

An Action Plan is typically recommended when there is clear evidence/data that prior interventions have been implemented with no observable improvement in student behavior.

RRT will draft, share & update the action plan in a meeting (30-45 min) with the school team to outline roles, tasks, and timelines (see Action Planning Template)
Step 5: Review/Transition Plan
Review/Transition Plan:

Once a RRT Action Plan is reviewed and the school team is ready to implement it, a Plan Manager (based at the school) will be assigned to facilitate the Action Plan and serve as a liaison to the RRT team.

Additionally, the RRT Student Success Program Supervisor (SSPS) & RRT QMHP will work in partnership with the plan manager to assist with the implemention of the Action Plan.

RRT staff may assist with:
- Conducting observations of the student
- Coaching on how to implement strategies
- Problem-solving
- Updating the Action Plan with the school team throughout the duration of the case
- Attending school team meetings as requested
- Reviewing and offering feedback on existing interventions
RRT staff help to monitor and support Action Plans for approximately 4-5 weeks.

RRT Action Plan: How?

RRT Action Planning Guide

The Rapid Response Team offers brief consultation or may recommend implementing an Action Plan (4-5 weeks) in partnership with families, school leaders, teachers, social workers/school counselors, or outside providers. Please take a few minutes to review the RRT five step process (above) to make sure it aligns with what you need.

RRT has found from working with many schools that effectively addressing unexpected or challenging student behaviors can require reallocating or rethinking the use of building staff and resources. For this reason, we request that schools consult with us to decide if RRT is the most appropriate resource.

Note: MTSS TOSAs or other school-based support staff (e.g., social workers, school psychologists) are often well equipped to coordinate individual support planning through having an existing relationship and knowledge of a student's/family's needs, learning preferences and resources.

Therefore, RRT strongly recommends consulting with these individuals along with parents or caregivers to better understand & help address potentially unsafe or risky student behaviors.

Due to the size and function of this team, RRT is unable to provide ongoing 1:1 support or supervision for students

PRIOR to contacting RRT, please consider if...

Communication/consultation has occurred about the unmet need(s)/behaviors among all adults supporting a student.

There is consensus among the school's administrator(s), teacher(s), and the school's Area Senior Director about the behaviors of concern & reasons for contacting RRT.

Parents and/or guardians have been made aware of the school's concerns.

Key school support staff (social workers, psychologists, counselors) are involved or informed about the case.

Building-based resources and strategies have been shown to be ineffective for addressing the behavior(s) of concern.

The school team has collected 2-4 weeks of data demonstrating individualized intervention(s)(i.e. Tier 3) have not yet addressed a student's behavior(s) of concern.

There is a safety plan in place & regularly reviewed to support the student?

This student has been reviewed through the school's SIT team process?

Contact

Eoin Bastable, PhD, MSW (he, him)

Tier 3 Behavior Program Manager

971-378-9592

ebastable@pps.net

Meet the RRT staff

Frequently Asked Questions

Should I call RRT if a student or staff member is at imminent risk of harm?
No, please consider calling 911 if it is an emergency or the Multnomah County Crisis Line (503)988-4888 for immediate assistance to ensure a student's immediate safety.

Or, if there is a disciplinary issue to address, consider consulting with the PPS Student Conduct Coordinators.

Other examples may include:
- A student eloping off-campus and not responsive to adult directions
  - Call 911 if student at immient risk of harm (e.g., running toward or into traffic)
  - Call Multnomah County Crisis- Line 503 988-4800
- A student actively making targeted threats towards others.
  - Potentially contact 911
  - Contact PPS Behavioral Safety Assessment System
- A student who brings a weapon to school.
  - Call 911 if there is an immediate risk of harm.
  - Consult with your Area Senior Director to debrief the situation.
  - Debrief the situation with Student Conduct Coordinators
Does RRT serve students identified for Special Education Services?
- If a student is already receiving support through an Individualized Education Plan (IEP), the school team should contact the Special Education Program Admimistrator for immediate support.
- RRT may be considered for students in the special evaluation process in partnership with support from the Special Education team.
- Please note: The RRT process or its team members are not an appropriate resource for determining eligibility for Special Education Services. RRT does not use validated measures to evaluate a student's behaviors. Any data collected or recommendations shared by RRT team members should not be used to inform decisions about special education support or eligibility.
What type of behaviors or situations does RRT typically help to address?

RRT should not be considered as a resource for minor, repeated behaviors, such as, work refusal, yelling, tantrums, eloping to a predictable or safe location in a school (counselor's office, gym). RRT should be considered only after Tier 1,2 & 3 level interventions are in place and the school team has data demonstrating the behavior still continues. If you are not sure, please contact RRT for a consult.
Can RRT provide 1:1 support for a student?

Portland Public Schools

Multi-Tiered Systems of Support

Welcome to the Rapid Response Team

RRT Action Plan: 5 step process

Step 1: Intake call

Step 2: Information sharing

Step 3: Site visit

Step 4: Consult/Action Plan

Step 5: Review/Transition Plan

RRT Action Plan: How?

Contact

Frequently Asked Questions

Should I call RRT if a student or staff member is at imminent risk of harm?

Does RRT serve students identified for Special Education Services?

What type of behaviors or situations does RRT typically help to address?

Can RRT provide 1:1 support for a student?

Portland Public Schools

Translate

Connect with PPS