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

  • Step 2: Information sharing

  • Step 3: Site visit

  • Step 4: Consult/Action Plan

  • Step 5: Review/Transition Plan

RRT Action Plan: How?

  •             RRT Action Planning Template

    Action Plan Template


    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?


Eoin Bastable, PhD, MSW (he, him)
Tier 3 Behavior Program Manager

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?