Michigan

Early Warning System Supports

State Plan

Scope

The Every Student Succeeds Act (ESSA) requires states, districts, and schools to hold all students to high academic standards that prepare them for careers and college. ESSA also requires accountability systems to be established to identify students who are falling behind, so resources can be directed to helping them and their schools to improve. Michigan’s early warning system (EWS) tool strengthens the ability of the Michigan Department of Education (MDE) and local educational agencies (LEAs) to identify students who are falling behind; however, having a tool to identify at-risk students is only one part of the solution. To support MDE efforts to build LEAs’ capacity to implement the evidence-based Early Warning Intervention and Monitoring System (EWIMS), Great Lakes Comprehensive Center (GLCC) co-developed training resources that MDE and intermediate school districts (ISDs) can use to provide training on implementing the EWIMS process.

Year 7 will focus on disseminating resources and providing training to lSDs, LEAs, and internal MDE staff to support EWIMS implementation in the field. With these tools and resources in place, districts and schools will be able to use the EWS tool and EWIMS process, districts will better identify and support individual students struggling to reach on-time graduation, and the state will be able to achieve its mission of helping all students graduate ready for careers and college.

Challenge

MDE Strategic Plan goal 4 is to reduce the impact of high-risk factors, including poverty, and provide equitable resources to meet the needs of all students to ensure that they have access to quality educational opportunities that prepare them for careers and college. To realize this goal, MDE will need to address the significant disparities among student subgroups. According to Michigan school data reports, the overall graduation rate was 80 percent in 2016–17; however, the four-year graduation rate was 68.5 percent for African-American students, 73.2 percent for Hispanic students and English learners, 69.3 percent for economically disadvantaged students, and 56.6 percent for students with disabilities.

Milestones

Milestone 1. MDE EWS Tool Strategy Bank that will provide LEAs with research- or evidence-based strategies developed. (12/31/2018)

Milestone 2. Communication and dissemination plan data collected to determine access to EWIMS resources. (1/30/2019)

Milestone 3. Five in-person regional workshops on use of the EWS tool and resources conducted. (2/28/2019)

Milestone 4. CBAM survey administered to selected ISDs and LEAs to identify implementation concerns. (2/28/2019)

Milestone 5. Recommendations for customized professional learning and technical assistance developed to support the implementation of EWIMS (8/30/2019)

Expected Capacity Building Outcomes

Primary: Improved materials and assets
Secondary: Improved knowledge and skills

Expected Outcomes

  • MDE has improved material capacity to support districts with identification of promising, research-based, evidence-based practices that improve attendance, behavior, and course performance.
  • MDE has improved political capacity to develop a process to share information internally and externally.
  • LEAs have increased material capacity to implement EWIMS using Michigan-specific resources.
  • MDE has increased knowledge of concerns about implementing EWIMS in each region of the state.
  • MDE has increased material capacity to support LEAs with EWIMS implementation.

Expected Outputs

  • MDE EWS Tool Strategy Bank
  • Four quarterly reports on the number of times EWIMS resources are accessed
  • Five in-person regional workshops
  • Five action plans for implementing EWIMS
  • CBAM survey results
  • Report that provides recommendations for MDE to provide customized learning and technical assistance in various regions of the state to support EWIMS implementation