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MTSS VISION
The MTSS department supports schools in the development of sustainable academic and behavioral tiered systems of support through relationship building, focused training, and strategic coaching, in order to ensure schools have the systems needed to guarantee equitable outcomes for all students.
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The Portland Public Schools Tier III Support Team (Rapid Response) is a component of the Multi-tiered Systems of Support Department (MTSS) in the Office of Student Support.
The objective(s) of this team are to:
1. Actively engage school teams with students who are exhibiting unsafe/high-risk behavior that has not stabilized via implemented Tier I and Tier II support and interventions.
2. Play a proactive role in improving the overall well being of these students' (physical, social, emotional, academic and behavioral) health by walking alongside a team in thought/action partnership to assist in stabilization.
3. Provide a targeted and specific Action Plan for a team's consideration utilizing ABC data collection, observational data, consultation and student/family engagement.
Notice for Referrals:
If a student demonstrates high risk behaviors and is in the Special Education evaluation process, Special Education and MTSS Rapid Response Team will work collaboratively to support the referral and the student.
If the student who demonstrates high risk behaviors has been found eligible for Special Education and has an implemented IEP, the Special Education Department will be the team's point of contact and the MTSS Rapid Response Team may be engaged by SpEd as a thought partner.
Caregiver Permission
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Process
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Step 1: School Administrator or appointed staff completes the Tier III Support Team (Rapid Response) Referral Form
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Step 2: The Tier III team (RRT) will set up an initial (virtual) meeting with the school team
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Step 3: Tier III/RRT will schedule observations, data collection etc. with school team
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Step 4: DRAFT Action Plan/Consultation Report reviewed with relevant staff
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Step 5: Action items implemented and Action Plan Meeting #2 scheduled approximately 2 weeks after implementation of plan
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Step 6: REFINED Action items implemented and Action Plan meeting #3 scheduled approximately 2 weeks after implementation
Refinement of Action Plan and scheduling of meeting #3. This may include renewed efforts for observations, data gathering, resource/referral and collaboration with other district resources to improve student success and experience.
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Step 7: Case closure as indicated, with mutual agreement that Tier III/RRT has fulfilled its duties as agreed upon in the Action Plan
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Prior to submitting a Tier III Support Team (RRT) Referral, please consider...
- Your Area Senior Director has been notified of your concern for the well-being of this student.
- Your building administrator(s), if not the referrer, has been notified and is agreeing to actively participate in this referral process.
- You have centered the student in the discussion via strength based language, trauma-informed conceptualization and cultural considerations. Cultural Lense Tool
- The student's teacher has been centered in this discussion and has verbally opted into a referral and participation in the process which requires student observations in the classroom and willingness for staff to be in the room during scheduled days/times to teach, implement, and observe action items developed in an action plan.
- Caregiver/Parent/Guardian has been made aware of the school's concerns for student well-being and is aware of this referral and has been given/signed/returned the consent form for Tier III observation. The school team has submitted this as part of their referral and/or share with the Tier III Support Team.
- Building based specialist staff (QMHP, Social Worker, Counselor, Psychologist etc.) are aware of this referral.
- The student of concern has been discussed in the Student Intervention Team (SIT) process.
- You are aware of who your MTSS TOSA is and have reached out to them regarding support for Tier I/II in the building and classroom.
- The school team has collected 2-4 weeks of data demonstrating the implementation of individualized interventions (Tier III) but have not yet been able to effectively address the student's unmet needs (physical, social, emotional, academic or behavioral).
- A Safety Plan has been considered or is in progress/has been written/implemented and has been flagged in Synergy.
- An FBS/BSP has been considered or is in process.
- Attendance barriers (socio-economic, mental health, geographical, medical etc.) have been considered and your attendance Coach has been contacted if relevant.
- A 504 has been considered as a way of formalizing accommodation for student's unmet needs.
- If student has been placed on an abbreviated day, the abbreviated day form has been completed and submitted for Synergy flagging/documentation.
Contact
Frequently Asked Questions
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Can I make a referral if the student is Special Education identified?
Yes, you may submit a referral for a student who is special education identified identified. However, because all accommodations and modifications to their educational plan are facilitated through a SpEd process, the referral will be routed to your Special Education team, administrator and BCBA/TOSA and be considered the "point of entry" for the initial response to the school team.
The Tier III Support team will work alongside and in support of what the SpEd team identifies as next steps. This may look like teaming up for data collection, observations, QMHP support etc. to aid in the effective support of a team.
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Are there other Tier III supports a school team can access (aside from contacting RRT)?
Examples of Tier 3 team resources that we recommend along with regularly assessing and building Tier1 and Tier 2 MTSS systems with assistance from your MTSS and FIT TOSA support.
Schools may also want to consult with their school social workers, QMHPs, school counselors, school psychologists, or RESJ and other community partners who often know how to access timely mental health, culturally responsive, and behavioral support for individual students.
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Should I call the Tier III Support Services (RRT) Team if a student or staff member is at imminent risk of harm?
Please call 988 for mental health crisis support
911 should be utilized when there is a life threatening emergency (serious bodily injury)
For a disciplinary issue/question, consider consulting with the PPS Student Conduct Coordinator
Other resources may include:
- Contact PPS Behavioral Safety Assessment System
- Contacting Student Success and Health for district mental health concerns, needs or questions
- Working with your building specialist staff (MSW, QMHP) to determine appropriate interventions for mental health and student safety.
- Debrief the situation with Student Conduct Coordinators
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Does RRT serve students identified for Special Education Services?
- RRT collaborates via the SpEd process and with the Sped Department for any students demonstrating high risk behaviors that also have an IEP.
- The Rapid Response Referral process is NOT an appropriate resource for determining eligibility for Special Education Services.
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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 consultation.
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Can RRT provide 1:1 support for a student?
The Rapid Response Referral and process iis unable to provide 1:1 supervision for a student as part of their school day.
