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Written by Jennifer Younger, Vice President of Behavioral Services, Rivermont Schools 

In schools serving students with autism and emotional support needs, every decision must be intentional and informed. That’s why Rivermont Schools is committed to using behavioral and academic data as a cornerstone of its educational approach. By doing so, Rivermont not only tracks student progress with precision but also tailors support systems to promote lasting student success. 

Data as a Blueprint for Student Support 

Jennifer Younger, Vice President of Behavioral Services, explains data isn't just a tool, it's a mindset. It allows educators to move from reacting to student behaviors to proactively designing environments, programming, and interventions where students can thrive. At Rivermont Schools, data is used to refine classroom strategies, adjust behavioral supports, and ensure that every student’s needs are addressed with clarity and care. 

One of Rivermont’s innovations is the Rivermont Tiered System of Supports (RTSS), a customized version of Multi-Tiered Systems of Support (MTSS). RTSS incorporates both behavioral and academic data to identify students who need interventions, determine the intensity of those supports, and track their progress over time. The system's foundation lies in Rivermont’s unified framework that integrates Applied Behavior Analysis (ABA) with School-Wide Positive Behavioral Interventions and Supports (SWPBIS), allowing educators to serve both students with autism and those with emotional or behavioral needs using evidence-based practices.  

From Numbers to Narratives: A Student’s Story 

The power of data is most clearly seen when it changes the course of a student’s educational journey. One such example is a student at Rivermont’s Tidewater campus whose school attendance stood at just 25% at the beginning of the school year. Through consistent monitoring and collaborative intervention from the school’s Behavioral, Therapeutic, and Clinical (BTC) team, attendance steadily improved to 89% by March. 

The BTC team used data to pinpoint barriers to attendance and applied targeted strategies such as personalized incentives, family engagement, and arranging transportation when needed. These efforts demonstrate how data can humanize support, not just quantify it, and lead to real, meaningful progress. 

Systems that Support Students and Staff 

Data isn’t only used to identify which students need help; it also informs how staff can best support them. Behavioral dashboards at Rivermont allow school teams to analyze serious incidents by location, timing, staff presence, and more. This level of insight supports root cause analysis: Why are incidents spiking in hallways? What’s happening right before behavior escalates? for example.  

By identifying such patterns, Rivermont Schools adjust schedules, refine transitions, and coach staff in high-impact strategies. For example, when data revealed that unstructured hallway time was contributing to behavior issues, staff implemented clear hallway expectations rooted in the school's BARKS Matrix (Be There, Be Ready, Accept Responsibility, Respect Self and Others, plus individualized goals). These expectations are taught, modeled, and reinforced across all school environments, fostering a culture of predictability and consistency. 

Jennifer Younger emphasizes that “the real key to changing student behavior is adult behavior.” That means Rivermont staff are expected to be preventive, proactive, and predictable—what the school calls the “Three P’s.” This shift in mindset ensures that classrooms are environments where students cannot fail, because every detail has been designed to support their success.  

Why This Matters: Equity, Accuracy, and Accountability 

Rivermont’s model is rooted in the belief that behavioral and academic interventions should be objective, not subjective. When data drives decisions, educators reduce the risk of bias and guesswork. They don’t rely on instinct or assumptions; they follow evidence. This is especially critical in special education, where student needs are complex and evolving. 

The approach aligns with national best practices. According to the National Center on Intensive Intervention (NCII), data-based individualization is key to improving outcomes for students with severe and persistent learning or behavioral needs. When used effectively, data can “inform educators whether students are responding adequately to instruction and intervention, and guide decisions about what instructional changes should be made."

A Model for Schools Everywhere

While Rivermont’s model is built for students with autism and emotional support needs, the framework is universally applicable. Proactive, data-informed support systems benefit all learners. Rivermont Schools is leading the way in showing what’s possible when schools embrace data not just as numbers, but as a tool to directly impact the growth and development of each student.