Rightsize. Right Support. Right for Students.
Portland Public Schools is undertaking a districtwide rightsizing process to better align our schools, programs, and resources with the needs of today’s students and the realities shaping our future.
The Rapid Response Team (RRT) is a districtwide Tier III behavioral support resource housed within Student Services. RRT partners with school-based teams to stabilize Tier III behaviors, develop student-centered plans for intervention and skill building, and strengthen sustainable school-based supports through culturally responsive, trauma-informed consultation, modeling, and coaching.
Have questions about trauma-informed responses to Tier III behavior or want collaboration as you develop an FBA/BSP? Connect with RRT for consultation and problem-solving.
Wednesday & Thursday
8:30–9:30 a.m.
Get a quick overview of the Rapid Response Team, how RRT partners with school teams, and what to expect when working with the team.
View RRT Informational Flyer
RRT partners with the school team throughout a collaborative process that moves from referral and assessment to implementation, monitoring, and the eventual transfer of supports back to the school team.
A school administrator or appointed staff member completes the RRT Referral Form. RRT then arranges an intake meeting with the school team and assigned RRT staff.
RRT works with the school team to stabilize the student, conduct observations, collect data, assess needs, and develop a Functional Behavioral Assessment and Behavior Support Plan (FBA/BSP).
The school team implements the plan with RRT support through coaching, modeling, and regular communication. RRT and the school team review progress, track data, and adjust the student plan as needed.
As supports are established and progress is demonstrated, RRT works with the school team to refine the plan and gradually transfer ownership of ongoing supports to the school team.
RRT is a collaborative support process that requires active participation from the school team and involvement of the student's caregiver. Before submitting a referral, school teams should ensure the following requirements are in place.
Relevant school team members, such as teachers, administrators, and counselors, must be aware of and agree that a referral to RRT is necessary. Team members must also commit to actively participating in the process, which may include classroom observations, coaching, implementing interventions and strategies, and attending multiple meetings.
The Senior Director of Schools must be notified of the referral.
The student's caregiver must be informed of the school's concerns and notified that their student is being referred to RRT.
The caregiver must have signed the consent form for RRT involvement or have been provided with the consent form and be in the process of considering consent.
If a student demonstrating high-risk behaviors has been found eligible for Special Education and has an implemented IEP, please do not refer the student directly to RRT. Instead, contact your designated Special Education staff for support. The Special Education Department will serve as the school team's point of contact and may engage RRT as a thought partner when appropriate.
Once the referral requirements have been addressed, school teams can review the pre-referral best practices checklist and access the RRT referral and caregiver permission forms below.
