Reducing Behaviors and Staff Turnover in Lynchburg, Virginia Public Schools
The Challenge
Rivermont Schools' (Rivermont) partnership with Lynchburg City Public Schools (Lynchburg Schools) in Virginia, was developed to support students with autism spectrum disorder (autism), behavioral, and emotional challenges, as well as students in the general education setting, providing them with the tools and knowledge to succeed in their public school classroom. Anchored in the Multi Tiered Systems of Support model, New Story staff utilized ABA Therapy techniques and strategies in tandem with positive behavior supports to help students learn to manage their behaviors, gain critical skills, and make progress against their Individualized Education Plan (IEP) goals. All interventions were developed in close partnership with Lynchburg School leaders and educators to enhance and enrich the learning environment and support instructional staff with additional tools.
The flexibility of the IDS support ensures that the program is individualized to the school, classroom, and individual student needs, while also supporting school wide initiatives.
Our Approach
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Following a consultation with Rivermont Schools, the district elected to utilize the following specific supports for students ages 11-14 with a variety of diagnoses. Diagnoses consisted of Autism Spectrum Disorder, Speech or Language Impairment, Other Health Impairment, Specific Learning Disability, and Emotional Disturbance. Services were provided to student both with and without IEPs and medical diagnoses. Supports used included:
- Consultation with school administrators to ensure that programming and interventions were meeting the needs of students and staff. Our staff met regularly with Lynchburg staff to keep administrators up-to-date and informed on progress, and make adjustments based on feedback.
- In-school and in-classroom tiered support for students, delivered by a Board Certified Assistant Behavior Analyst (BCaBA) and Behavior Technician (BT), and overseen by a consultant.
- Behavior data collection and analysis for students identified by school administration to ensure effectiveness of programming.
- Professional development on subjects identified as areas on need or interest by public school staff.
- Direct staff observation and feedback.
In order to assess the outcomes of these services, student behavioral data was collected daily over the span of one school year (180 days). The data collected tracked the frequency of undesired behaviors, to help Rivermont Schools and public school staff track intervention efficacy and make adjustments to interventions in real time. Behavior data collection included the following: non-compliance, verbal aggression, physical aggression, property destruction, elopement, and inappropriate sexual behaviors. Classroom teachers also completed performance evaluations of their individual consultants, rating them in multiple performance categories as well as providing anecdotal written feedback on their experiences with Rivermont Schools consultants.
Our Findings
Reduction in Behaviors
Behavioral data collected both before and during consultations, observations, and feedback on appropriate interventions revealed significant reduction (and in some cases, elimination) of undesirable student behaviors by the end of the data collection period. This frequency reduction and/or elimination was consistent across all undesirable behaviors tracked.
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Reduction of Staff Turnover Compared to Previous Year
Teacher Support and Satisfaction
In addition to the data collected to track student outcomes, there are also notable positive outcomes worth mentioning. Lynchburg’s administrative team reported a surprising increase in both teacher and staff retention after utilizing Rivermont's services. In fact, at the beginning of the 2022-23 school year, Lynchburg had more than 36 new staff members. However, at the beginning of 2023-24, new hires were reduced to only 12. Administration believes this is because teachers and staff felt more supported and less overwhelmed, and therefore more satisfied in their position.
Collaborating to Support Students
The collaborative efforts between Rivermont and Lynchburg City Public Schools have yielded remarkable outcomes in student behavior management and teacher satisfaction. Through targeted interventions and support strategies, Rivermont has demonstrated its capacity to effectively address the diverse needs of students facing social, emotional, and behavioral challenges. The significant reduction and, in some cases, elimination of undesirable behaviors attest to the efficacy of Rivermont’s approach. Moreover, the overwhelmingly positive feedback from classroom teachers underscores the invaluable support provided by Rivermont consultants.
Beyond the intended outcomes, the partnership has also resulted in unexpected benefits, including a notable increase in teacher and staff retention rates within Lynchburg Schools. These findings affirm the pivotal role of collaborative initiatives in creating supportive and enriching learning environments, ultimately fostering student success and well-being. As Rivermont continues to empower students and educators alike, its impact on special education and behavioral support services remains profound and enduring.
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.
From our Partner
Ms. Katie is an invaluable resource in my classroom. Her presence is not only comforting to me, but to every student. Ms. Katie’s observations and suggestions are helpful and valued! I wish I had her for every class. Lynchburg Schools Staff Member
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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.