Early Warning Intervention and Monitoring System (EWIMS) is an evidence-based, data-driven, decision-making process that is often leveraged as part of a district’s Multi-tiered System of Supports framework.Within the process schools use a continuum of tiered supports for students (Tier 1, Tier 2, Tier 3), each with demonstrated evidence of effectiveness. At Tier 1, schools implement evidence-based practices to support attendance, positive social emotional and behavioral well-being and high course performance for all learners. EWIMS also helps educators systematically identify students who are showing signs that they are at risk of dropping out of school. EWIMS examines the underlying causes of risk, matches student needs to interventions, and monitors student progress and the success of the interventions. Fundamentally EWIMS is an ongoing cycle of examining data and making decisions about supports and interventions to help students get back on track for graduation.
*Additional resources can be found on the Michigan Department of Education EWIMS web page
This resource provides mentors with strategies for fostering online relationships, planning conversations …
This resource provides mentors with strategies for fostering online relationships, planning conversations around school, and facilitating online interventions. There are three focus areas: 1. Creative relationship building 2. Structured conversations 3. Interactive interventions
Mentoring is a one-to-one caring, supportive relationship between a mentor and a …
Mentoring is a one-to-one caring, supportive relationship between a mentor and a mentee that is based on trust. Tutoring, also a one-to-one activity, focuses on academics and is an effective practice when addressing specific needs such as reading, writing, or math competencies.
Response to Intervention (RtI) has become a common support system for students; …
Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically at the secondary level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the secondary level: math labs. Evidence--based and research--supported interventions are discussed that support the delivery of Tier 2 services within a math lab secondary RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting.
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