The purpose of this study was to examine the impact of the Minnesota Early Indicator Response System (MEIRS) on graduation rates, student attendance, behavior, and academic production in an alternative setting. The quantitative data was gathered using historical school and district stored data. Descriptive statistics used included frequencies, means, and standard deviations. Inferential statistics included independent sample t-tests to analyze the relationships of the differences for graduation rates prior to and during the implementation of MEIRS. Independent sample t-tests were used to analyze the differences for student data prior to MEIRS implementation and during the MEIRS implementation. Results of the study indicated that MEIRS did positively graduation rates. MEIRS’s impact on-track indicators were mixed. Attendance was not significantly impacted; behaviors were impacted positively and credits earned were impacted negatively.