A Targeted, Data-Driven Approach to Student Behavior and Staff Support
A Case Study of In-District Services in Manassas City Public Schools
Bringing Support to the General Education Classroom
At Rivermont Schools (Rivermont), our mission is to meet each student’s unique needs, academically, behaviorally, and emotionally, while keeping them in the least restrictive environment possible. Through our In-District Services (IDS), we partner directly with public school districts to provide specialized behavior support and consultation, allowing more students to thrive within their home school communities.
In Manassas City Public Schools, Rivermont delivered targeted services, informed by data, to reduce behaviors, build staff confidence, and increase student success, all within the students' existing school environment.
"The team has provided excellent service and seamlessly integrated into the school division during a mid-school year onboarding."
Laying the Foundation: Why Manassas Schools Partnered with Rivermont
Rivermont’s partnership with Manassas City Public Schools (Manassas Schools) in Virginia was developed to support classrooms and school personnel in handling behavioral challenges districtwide. Teachers and paraprofessionals were managing students with significant behavioral and emotional needs, but many lacked the tools and training to do so effectively.
Grounded in the Multi-Tiered Systems of Support (MTSS) model, Rivermont staff implement ABA-based interventions, alongside positive behavior supports to help teachers and paraprofessionals assist students in regulating their behavior, develop essential skills, and progress toward their Individualized Education Plan (IEP) goals. All interventions were developed in close collaboration with Manassas School leaders and educators to enhance and enrich the learning environment and equip instructional staff with additional tools. The flexibility of the IDS support model ensured that the program was individualized to the school, classroom, and individual student needs, while also supporting school-wide initiatives.
Our Approach
Student Support
Staff Support
Results: Meaningful Reduction in Behaviors
In order to assess the outcomes of these consultation services, behavioral data was collected weekly over the span of the contract. Data was obtained through direct observation, teacher-collected data, teacher reports, and Registered Behavior Technician (RBT) documentation. The data tracked the average frequency of challenging behaviors before and after consultation, allowing for ongoing evaluation of intervention efficacy and real-time adjustments. To visualize progress, data was presented in a graph showing the average frequency of challenging behavior before consultation and after consultation on a weekly basis.
Educator Feedback: Growing Confidence, Lasting Impact
Classroom teacher evaluations reflected overwhelmingly positive feedback and high ratings for Rivermont services. Teachers consistently highlighted the effectiveness and support provided by the behavior team. Here are some excerpts from documented teacher feedback:
“I appreciate how the behavior team coaches and teaches behavior plans in a simple, easy-to-understand way.”
"The behavior team does a great job responding to student needs and supporting staff.”
“Since working with the behavior team, I feel more confident implementing strategies to support my students.”
“Their observations and feedback have helped me manage challenging behaviors more effectively.”
“I’ve noticed a significant improvement in student behavior and overall classroom dynamics thanks to their support.”
Behavior Referral Response Time Analysis
At Manassas Schools, we prioritize timely intervention to address behavioral concerns in the classroom. Our team responds to behavior referrals with a structured, data-driven approach that ensures teachers and students receive support as quickly as possible. To measure our responsiveness, we track the time between receiving a referral and the initial contact made with the teacher concerned.
The number below illustrates the percentage of behavior referrals addressed within different timeframes. As shown, the Board Certified Behavior Analysts (BCBA) respond for the majority of referrals (95%) within 24 hours, ensuring that teachers receive prompt intervention.
By maintaining a rapid response time, our BCBAs enhance classroom management, supports teachers effectively, and ensure that interventions are implemented when they are most impactful. This data-driven approach allows us to continually refine our consultation process and maximize positive outcomes for students and staff.
.png?width=525&name=Manassas%20(3).png "Manassas (3)")
A Model That Works
The collaboration between Rivermont Schools and Manassas City Public Schools has proven to be highly effective in supporting teachers and staff who work with students with autism, behavioral, and emotional challenges. By leveraging a flexible, individualized approach anchored in the Multi-Tiered Systems of Support model and utilizing Applied Behavior Analysis techniques, the behavior team has successfully helped schools support students in managing behaviors, developing critical skills, and making notable progress toward their IEP goals. Teacher feedback consistently underscores the positive impact of the program, with educators reporting increased confidence in managing classroom dynamics and a significant improvement in student behavior. Overall, the partnership has enhanced the learning environment, provided valuable professional development, and equipped instructional staff with the tools necessary for long-term success.
In-district Services Overview
In-district Placement
Special education classrooms are embedded into the public school setting, led by Rivermont team members. This service is designed to add capacity, expertise, and wrap-around support within a district’s own school setting
In-district Consultation
Customized and targeted consultative services including assessment, strategic planning, in school and classroom supports, strengthening special education services in schools, providing added capacity and knowledge to staff, and contribute to small and large scale improvements across the district.
Professional Development
Tailored and ready-made professional development is offered both virtually or in person for staff and administration. Development options may be selected from a comprehensive selection of focus areas in order to target staff and district needs.
Want more info?
See how we can support your students, staff, and community
Located throughout Virginia, Rivermont schools provide a therapeutic educational program for students ages 5-22 in grades kindergarten through 12 with special needs, including those associated with autism spectrum disorder, behavioral challenges, and have difficulty learning in a traditional school setting. Focused on helping students understand, develop, and manage their emotions and behaviors, Rivermont’s teams of educators and specialists meet students where they are in their development, and work with them to get them to reach their milestones so they can return to their home schools. Rivermont has a 35-year legacy of providing high-quality and high-impact programs in the Commonwealth. Rivermont schools are licensed by the Virginia Department of Education, and all class credits earned are fully transferable. All schools are accredited by the Virginia Association of Independent Specialized Education Facilities (VAISEF) and Cognia.
At New Story, we believe in the incredible potential of each child and young adult. Our education and therapeutic programs are designed to meet the needs of each child to promote their achievement, growth, and development.
New Story offers a comprehensive spectrum of support for children and young adults with special needs, drawing from the diverse histories, legacies, expertise, and methodologies of its network of companies. Together, we empower children and young adults to reach their highest potential. Rivermont School is part of the New Story network of schools and services.