Indiana School Improvement Plan - Argos Community Jr-Sr High School Argos Community Schools
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Indiana School Improvement Plan
Argos Community Jr-Sr High School
Argos Community Schools
500 Yearick St
Argos, IN 46501-1053TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 Self Assessment Introduction 12 Standard 1: Purpose and Direction 13 Standard 2: Governance and Leadership 15 Standard 3: Teaching and Assessing for Learning 17 Standard 4: Resources and Support Systems 21 Standard 5: Using Results for Continuous Improvement 24 Report Summary 26
Student Performance Diagnostic Introduction 28 Student Performance Data 29 Evaluative Criteria and Rubrics 30 Areas of Notable Achievement 31 Areas in Need of Improvement 32 Report Summary 33 Stakeholder Feedback Diagnostic Introduction 35 Stakeholder Feedback Data 36 Evaluative Criteria and Rubrics 37 Areas of Notable Achievement 38 Areas in Need of Improvement 39 Report Summary 40 Goal Overview 42 Goals Summary 43 Goal 1: Concerning our 7th/8th grade ISTEP+ scores, our goal is to continue to score above the state average and in the top two schools from Marshall County 44 Activity Summary by Funding Source 45 Conclusion 46
Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
The comprehensive Indiana School Improvement Plan aligns the improvement requirements for schools under Title I, PL221,
and the Student Achievement Plan (SAP) for focus and priority schools.
Page 1Indiana School Improvement Plan
Argos Community Jr-Sr High School
Executive Summary
Page 2Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
Page 3Indiana School Improvement Plan
Argos Community Jr-Sr High School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
The town of Argos is located in north central Indiana on U.S. 31 and has a population of approximately 2,000. The community is a mixture of
small town with rural surroundings. The recession has taken a severe blow on the local economy. 19 highly qualified teachers, one
technology director and assistant, one athletic director, nurse, guidance counselor and principal. We have had to absorb teaching positions
due to a decline in enrollment and state funding. Despite the financial hardships, Argos Jr. Sr. High School has continued its reputation of
being the areas best school. Fifty-one of these students live outside the corporation limits and have chosen to attend Argos Community
Schools due to the establishment of high expectations. Argos High School was the recipient of a bronze medal in 2009 and received a silver
medal rating in 2012. The recognition was from U.S. News and World Report. Argos High School was named one of "America's Best High
Schools". The Town on Argos has little to no local business capable of providing adequate job opportunities to the community. The majority
of people who live in Argos have moved from other communities and currently rent homes. Attracting business is very difficult with the lack
of quality housing and job opportunities.
• 8th Annual AP District Honor Roll
• 2017 AP-Tip IN school of the year finalist
• 2020 US News and World Report Ranked 31st best school in Indiana
Page 4Indiana School Improvement Plan
Argos Community Jr-Sr High School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Argos Junior Senior High School will provide all students a quality education in a safe and positive environment. Students will strive to
develop their full potential as responsible individuals and lifelong learners. School staff, administrators, community members, students, and
school board members will cooperatively strive to instill in our students the value of each individual in a changing society. Argos Community
Schools has always followed the tradition of providing quality instruction to all students so that they can achieve success in learning. With our
staff focused on helping students reach higher levels of achievement, Argos Community Schools is committed to delivering exceptional
educational programs for all children. Our goal is to maintain excellence to ensure the success of every child. Argos Dragons take pride in
our school and daily strive to exemplify our motto, "Where Kids Come First."
Page 5Indiana School Improvement Plan
Argos Community Jr-Sr High School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
2012 - U.S. News and World Report - silver rating - one of "America's Best High Schools"
Implementation of 1:1 technology
Increasing school enrollment by attracting students from surrounding corporations
• University of Notre Dame AP TIP-IN School of the Year finalist
• 8th Annual College Board’s AP District Honor Roll
• 2020 U.S News and World Report – ranked #31 in Indiana, #1 in Plymouth Metro Area
• Always trying to increase school accountability, specifically graduation rates.
Page 6Indiana School Improvement Plan
Argos Community Jr-Sr High School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
Argos Community Schools has a Safe Schools Committee comprised of teachers, head custodian, school nurse, transportation director,
administrators, SRO, and local emergency personnel. The committee is charged with providing a plan for a safe and disciplined learning
environment for all of our students.
Page 7Indiana School Improvement Plan
Argos Community Jr-Sr High School
Improvement Plan Stakeholder Involvement
Page 8Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
Page 9Indiana School Improvement Plan
Argos Community Jr-Sr High School
Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
Members of our committee were veteran and newer teachers, student classes, school counselor, and parents. Weekly emails were sent out
to the committee members reminding them of our agenda. Meetings were scheduled after school as well as during our Tuesday professional
development time.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
Teachers, school counselor, administration, and parents involved were able to look over our data and assist in the goal for the school. We
used survey data as well as test scores to shape the next direction. Our counselor met with the students and parents to be sure that the
course descriptions are the classes that our students and parents want to have taught here.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
The School Improvement Plan will be printed out and given out to all staff members each year when it is updated. Each department will have
meetings and address their curriculum progress.
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Argos Community Jr-Sr High School
Self Assessment
Page 11Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the
accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in
purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement
efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's
ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential
component of the preparation process for the institution's External Review.
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Argos Community Jr-Sr High School
Standard 1: Purpose and Direction
The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and
beliefs about teaching and learning.
Overall Rating: 2.33
Indicator Statement or Question Response Evidence Rating
1.1 The school engages in a The school has a process for review, •Examples of Level 2
systematic, inclusive, and revision, and communication of its communications to
comprehensive process to purpose. The process has been stakeholders about the
review, revise, and communicate implemented. The process includes school's purpose (i.e.
a school purpose for student participation by representatives from website, newsletters,
success. stakeholder groups. The purpose annual report, student
statement focuses primarily on student handbook)
success.
•Purpose statements -
past and present
Indicator Statement or Question Response Evidence Rating
1.2 The school's leadership and staff Commitment to shared values and •The school's statement of Level 3
commit to a culture that is based beliefs about teaching and learning is purpose
on shared values and beliefs evident in documentation and decision
about teaching and learning and making. This commitment is regularly •Curriculum Mapping and
supports challenging, equitable reflected in communication among communication within
educational programs and leaders and staff. Challenging Departments.
learning experiences for all educational programs and equitable
students that include learning experiences are implemented
achievement of learning, thinking, so that all students achieve learning,
and life skills. thinking, and life skills necessary for
success. Evidence indicates a
commitment to instructional practices
that include active student engagement,
a focus on depth of understanding, and
the application of knowledge and skills.
School leadership and staff share high
expectations for professional practice.
Indicator Statement or Question Response Evidence Rating
1.3 The school's leadership School leaders implement a continuous •Survey results Level 2
implements a continuous improvement process for improving
improvement process that student learning and the conditions that •The school data profile
provides clear direction for support learning. Some stakeholder
improving conditions that support groups are engaged in the process. •The school continuous
student learning. School personnel maintain a profile with improvement plan
data on student and school
performance. The profile contains data •ISTEP and ECA scores
used to identify goals for the AP testing scores
improvement of achievement and 9 week student testing
instruction that are aligned with the PSAT scores
school's purpose. The process includes PIVOT scores
action planning that identifies
measurable objectives, strategies,
activities, resources, and timelines for
achieving improvement goals. Most
interventions and strategies are
implemented with fidelity. Some
documentation that the process yields
improved student achievement and
instruction is available.
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Argos Community Jr-Sr High School
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
We have several areas of strengths. We have many examples of communication through our school website, newsletter, annual report, and
student handbooks. Our school has a purpose statement. Our department members communicate with each other. We have the data from
our ISTEP and ILearn scores. Our school improvement plan is updated each year. We have also created curriculum mapping to focus and
align to new ILearn standards. We have implemented a variety of social media forums to inform the stakeholders about what is going on at
Argos Jr.-Sr. High School.
An area of improvement would be communication within the stakeholders. We do communicate with parents, but we need to do it in a more
timely manner. It is difficult to communicate when parent telephone numbers and emails change often. We ask for information to updated
whenever it is changed. Our website and social media sites are being posted more frequently.
Page 14Indiana School Improvement Plan
Argos Community Jr-Sr High School
Standard 2: Governance and Leadership
The school operates under governance and leadership that promote and support student performance and school effectiveness.
Overall Rating: 2.17
Indicator Statement or Question Response Evidence Rating
2.1 The governing body establishes Policies and practices generally support •Student handbooks Level 2
policies and supports practices the school's purpose and direction and
that ensure effective the effective operation of the school. •Governing body policies,
administration of the school. Most policies and practices promote procedures, and practices
effective instruction and assessment that
produce equitable and challenging •Professional
learning experiences for all students. Development on
There are policies and practices curriculum and
regarding professional growth of staff. implementing technology.
Policies and practices provide
requirements and oversight of fiscal
management.
Indicator Statement or Question Response Evidence Rating
2.2 The governing body operates The governing body ensures that its •Governing body minutes Level 2
responsibly and functions decisions and actions are in accordance relating to training
effectively. with defined roles and responsibilities,
are ethical, and free of conflict of
interest. Governing body members
participate in professional development
regarding the roles and responsibilities
of the governing body and its individual
members. The governing body complies
with all policies, procedures, laws, and
regulations.
Indicator Statement or Question Response Evidence Rating
2.3 The governing body ensures that The governing body generally protects, •Roles and responsibilities Level 2
the school leadership has the supports, and respects the autonomy of of school leadership
autonomy to meet goals for school leadership to accomplish goals
achievement and instruction and for improvement in student learning and •School improvement plan
to manage day-to-day operations instruction and to manage day-to-day developed by the school
effectively. operations of the school. The governing
body usually maintains a distinction •Agendas and minutes of
between its roles and responsibilities meetings
and those of school leadership.
•NEOLA
Indicator Statement or Question Response Evidence Rating
2.4 Leadership and staff foster a Leaders and staff make some decisions •Examples of collaboration Level 2
culture consistent with the and take some actions toward and shared leadership
school's purpose and direction. continuous improvement. They expect
all students to be held to standards. •Survey results
Leaders and staff express a desire for
collective accountability for student •Examples of decisions in
learning. School leaders sometimes support of the school's
support innovation, collaboration, shared continuous improvement
leadership, and professional growth. The plan
culture is characterized by a minimal
degree of collaboration and limited
sense of community.
Page 15Indiana School Improvement Plan
Argos Community Jr-Sr High School
Indicator Statement or Question Response Evidence Rating
2.5 Leadership engages stakeholders Leaders communicate effectively with •Minutes from meetings Level 3
effectively in support of the appropriate and varied representatives with stakeholders
school's purpose and direction. from stakeholder groups, provide
opportunities for stakeholders to shape •Survey responses
decisions, solicit feedback and respond
to stakeholders, work collaboratively on •Involvement of
school improvement efforts, and provide stakeholders in a school
and support meaningful leadership roles improvement plan
for stakeholders. School leaders' efforts
result in measurable, active stakeholder •newsletters
participation; engagement in the school;
a sense of community; and ownership.
Indicator Statement or Question Response Evidence Rating
2.6 Leadership and staff supervision The criteria and processes of •Governing body policy on Level 2
and evaluation processes result supervision and evaluation include supervision and evaluation
in improved professional practice references to professional practice and
and student success. student success. Supervision and •Supervision and
evaluation processes are implemented evaluation documents with
at minimal levels. The results of the criteria for improving
supervision and evaluation processes professional practice and
are used sometimes to monitor and student success noted
effectively adjust professional practice
and improve student learning. •Representative
supervision and evaluation
reports
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
The governing bodies' policies, procedures, and practices are defined. Minutes for governing body decisions are available to all
(administration, staff, board members, stakeholders). At Argos, we hold students to high standards behaviorally and academically (policies
and procedures for students are well-defined, test scores are monitored and adjustments are made based on assessment results).
Communication with stakeholders is highly effective through email, Skylert, website, etc. Each of these practices will continue in order to
sustain these areas of strength. Leadership and teachers will continue to work together to monitor student assessment data and adjust
practices based on identified needs.
Though the criteria for teacher evaluation are communicated and clear, we could improve on providing specific criteria and growth plans to
improve professional practice. We could improve professional development/growth for staff related directly to identified weaknesses or areas
in need of improvement. Governing body should recognize the roles of professionals within Argos schools at every level (administration,
teachers, aides) and work more cohesively to ensure effective operation. We could improve our sense of community and work to ensure that
we are all headed in the same direction with regard to technology, special education, and general student affairs.
Review and revision of the school improvement plan in conjunction with continuing to identify goals and areas of further improvement will be
essential in the maintained growth and development of Argos Jr - Sr. High School.
Page 16Indiana School Improvement Plan
Argos Community Jr-Sr High School
Standard 3: Teaching and Assessing for Learning
The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Overall Rating: 2.75
Indicator Statement or Question Response Evidence Rating
3.1 The school's curriculum provides Curriculum and learning experiences in •Graduate follow-up Level 3
equitable and challenging each course/class provide all students surveys
learning experiences that ensure with challenging and equitable
all students have sufficient opportunities to develop learning skills, •Learning expectations for
opportunities to develop learning, thinking skills, and life skills. There is different courses
thinking, and life skills that lead to some evidence to indicate curriculum
success at the next level. and learning experiences prepare •Course schedules
students for success at the next level.
Like courses/classes have equivalent •Enrollment patterns for
learning expectations. Some learning various courses
activities are individualized for each
student in a way that supports •Course descriptions
achievement of expectations.
Indicator Statement or Question Response Evidence Rating
3.2 Curriculum, instruction, and School personnel monitor and adjust •Curriculum guides Level 2
assessment are monitored and curriculum, instruction, and assessment
adjusted systematically in to ensure for vertical and horizontal •A description of the
response to data from multiple alignment and alignment with the systematic review process
assessments of student learning school's goals for achievement and for curriculum, instruction,
and an examination of instruction and statement of purpose. A and assessment
professional practice. process is implemented sometimes to
ensure alignment when curriculum, •Common assessments
instruction, and/or assessments are
reviewed or revised. There is limited •Curriculum writing
evidence that the continuous process
improvement process ensures vertical
and horizontal alignment and alignment •Products – scope and
with the school's purpose in curriculum, sequence, curriculum
instruction, and assessment. maps
Indicator Statement or Question Response Evidence Rating
3.3 Teachers engage students in Teachers plan and use instructional •Teacher evaluation Level 3
their learning through strategies that require student criteria
instructional strategies that collaboration, self-reflection, and
ensure achievement of learning development of critical thinking skills. •Professional development
expectations. Teachers personalize instructional focused on these
strategies and interventions to address strategies
individual learning needs of students
when necessary. Teachers use •Authentic assessments
instructional strategies that require
students to apply knowledge and skills, •Examples of teacher use
integrate content and skills with other of technology as an
disciplines, and use technologies as instructional resource
instructional resources and learning
tools. •Examples of student use
of technology as a learning
tool
•Findings from supervisor
walk-thrus and
observations
Page 17Indiana School Improvement Plan
Argos Community Jr-Sr High School
Indicator Statement or Question Response Evidence Rating
3.4 School leaders monitor and School leaders formally and consistently •Curriculum maps Level 3
support the improvement of monitor instructional practices through
instructional practices of teachers supervision and evaluation procedures •Supervision and
to ensure student success. to ensure that they 1) are aligned with evaluation procedures
the school's values and beliefs about
teaching and learning, 2) are teaching •Recognition of teachers
the approved curriculum, 3) are directly with regard to these
engaged with all students in the practices
oversight of their learning, and 4) use
content-specific standards of •Administrative classroom
professional practice. observation protocols and
logs
Indicator Statement or Question Response Evidence Rating
3.5 Teachers participate in All members of the school staff •Common language, Level 3
collaborative learning participate in collaborative learning protocols and reporting
communities to improve communities that meet both informally tools
instruction and student learning. and formally. Collaboration often occurs
across grade levels and content areas. •Calendar/schedule of
Staff members have been trained to learning community
implement a formal process that meetings
promotes discussion about student
learning. Learning from, using, and •Examples of
discussing the results of inquiry improvements to content
practices such as action research, the and instructional practice
examination of student work, reflection, resulting from
study teams, and peer coaching occur collaboration
regularly among most school personnel.
School personnel indicate that
collaboration causes improvement
results in instructional practice and
student performance.
Indicator Statement or Question Response Evidence Rating
3.6 Teachers implement the school's Most teachers use an instructional •Examples of learning Level 2
instructional process in support of process that informs students of learning expectations and
student learning. expectations and standards of standards of performance
performance. Exemplars are sometimes
provided to guide and inform students. •Examples of
The process may include multiple assessments that
measures, including formative prompted modification in
assessments, to inform the ongoing instruction
modification of instruction. The process
provides students with feedback about
their learning.
Indicator Statement or Question Response Evidence Rating
3.7 Mentoring, coaching, and Some school personnel are engaged in •Survey results Level 2
induction programs support mentoring, coaching, and induction
instructional improvement programs that are consistent with the •Professional learning
consistent with the school's school's values and beliefs about calendar with activities for
values and beliefs about teaching teaching, learning, and the conditions instructional support of
and learning. that support learning. These programs new staff
set expectations for school personnel.
Page 18Indiana School Improvement Plan
Argos Community Jr-Sr High School
Indicator Statement or Question Response Evidence Rating
3.8 The school engages families in Programs that engage families in •List of varied activities Level 4
meaningful ways in their meaningful ways in their children's and communications
children's education and keeps education are designed, implemented, modes with families, e.g.,
them informed of their children's and evaluated. Families have multiple info portal, online,
learning progress. ways of staying informed of their newsletters, parent
children's learning progress. centers, academic nights,
open house, early release
days
•Calendar outlining when
and how families are
provided information on
child's progress
•Parental/family/caregiver
involvement plan including
activities, timeframes, and
evaluation process
Indicator Statement or Question Response Evidence Rating
3.9 The school has a formal structure School personnel participate in a •List of students matched Level 4
whereby each student is well structure that gives them long-term to adult advocate
known by at least one adult interaction with individual students,
advocate in the school who allowing them to build strong •Curriculum and activities
supports that student's relationships over time with the student of formal adult advocate
educational experience. and related adults. All students structure
participate in the structure. The structure
allows the school employee to gain •Master schedule with time
significant insight into and serve as an for formal adult advocate
advocate for the student's needs structure
regarding learning skills, thinking skills,
and life skills.
Indicator Statement or Question Response Evidence Rating
3.10 Grading and reporting are based Most teachers use common grading and •Sample communications Level 2
on clearly defined criteria that reporting policies, processes, and to stakeholders about
represent the attainment of procedures based on criteria that grading and reporting
content knowledge and skills and represent each student's attainment of
are consistent across grade content knowledge and skills. These •Policies, processes, and
levels and courses. policies, processes, and procedures are procedures on grading and
implemented across grade levels and reporting
courses. Most stakeholders are aware of
the policies, processes, and procedures.
The policies, processes, and procedures
may or may not be evaluated.
Indicator Statement or Question Response Evidence Rating
3.11 All staff members participate in a All staff members participate in a •Results of evaluation of Level 3
continuous program of continuous program of professional professional learning
professional learning. learning that is aligned with the school's program.
purpose and direction. Professional
development is based on an assessment •Brief explanation of
of needs of the school. The program alignment between
builds capacity among all professional professional learning and
and support staff. The program is identified needs
systematically evaluated for
effectiveness in improving instruction,
student learning, and the conditions that
support learning.
Page 19Indiana School Improvement Plan
Argos Community Jr-Sr High School
Indicator Statement or Question Response Evidence Rating
3.12 The school provides and School personnel use data to identify •List of learning support Level 2
coordinates learning support unique learning needs of special services and student
services to meet the unique populations of students based on population served by such
learning needs of students. proficiency and/or other learning needs services
(such as second languages). School
personnel are familiar with research •Data used to identify
related to unique characteristics of unique learning needs of
learning (such as learning styles, students
multiple intelligences, personality type
indicators) and provide or coordinate
related learning support services to
students within these special
populations.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
The teachers at Argos work very hard to make sure that students are held to high academic standards by frequently revisiting curriculum,
changing teaching strategies as needed, and incorperating new technology. Teachers are currently studying curriculum, looking for
weaknesses, and changing as needed to match the current state standards. We have also added more technology into the school day by
providing a computer for every student. This technology allows students and teachers more opportunities for collaboration and quicker
feedback. Professional development time has been added to the school calendar this year also.
The teacher survey also indicated some weaknesses in this area. Teachers believe that the use of data from tests is not used as effectively
as it could be. Teachers are not always given the data in a timely manner, and even when given the data, no time is provided to analyze this
data. Recently Argos changed the testing provider from Acuity to NWEA with the hopes that the data provided will be more helpful and
easier to interpret than with the former test provider.
Page 20Indiana School Improvement Plan
Argos Community Jr-Sr High School
Standard 4: Resources and Support Systems
The school has resources and provides services that support its purpose and direction to ensure success for all students.
Overall Rating: 2.14
Indicator Statement or Question Response Evidence Rating
4.1 Qualified professional and Policies, processes, and procedures •School budgets for the Level 2
support staff are sufficient in describe how school leaders are to last three years
number to fulfill their roles and access, hire, place, and retain qualified
responsibilities necessary to professional and support staff. School •Documentation of highly
support the school's purpose, leaders determine the number of qualified staff
direction, and the educational personnel necessary to fill the roles and
program. responsibilities necessary to support the •Unsure that the staff
school purpose, educational programs, placement decisions are
and continuous improvement. Sustained best for our population of
fiscal resources are available to fund students.
most positions critical to achieve the
purpose and direction of the school.
Indicator Statement or Question Response Evidence Rating
4.2 Instructional time, material Instructional time, material resources, •Purpose and direction are Level 2
resources, and fiscal resources and fiscal resources are sometimes unclear.
are sufficient to support the focused on supporting the purpose and
purpose and direction of the direction of the school. Instructional time
school. is usually protected. School leaders
attempt to secure material and fiscal
resources to meet the needs of all
students. School leaders express a
desire to allocate instructional time,
material resources, and fiscal resources
so that all students have equitable
opportunities to attain challenging
learning expectations. Efforts toward the
continuous improvement of instruction
and operations sometimes include
achieving the school's purpose and
direction.
Indicator Statement or Question Response Evidence Rating
4.3 The school maintains facilities, School leaders have adopted or •Documentation of Level 4
services, and equipment to collaboratively created clear definitions compliance with local and
provide a safe, clean, and healthy and expectations for maintaining safety, state inspections
environment for all students and cleanliness, and a healthy environment requirements
staff. and they have shared these definitions
and expectations with all stakeholders. •Documentation of
All school personnel and students are emergency procedures
accountable for maintaining these such as fire drills,
expectations. Valid measures are in evacuation and other
place that allow for continuous tracking emergency procedures.
of these conditions. Improvement plans
are developed and implemented by •Safety committee
appropriate personnel to continuously responsibilities, meeting
improve these conditions. The results of schedules, and minutes
improvement efforts are systematically
evaluated regularly. •Safe schools committee.
Discussion of parking
permits to help ensure
safety.
Page 21Indiana School Improvement Plan
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Indicator Statement or Question Response Evidence Rating
4.4 Students and school personnel Students and school personnel have •Schedule of staff Level 2
use a range of media and access to media and information availability to assist
information resources to support resources necessary to achieve most of students and school
the school's educational the educational programs of the school. personnel related to
programs. Personnel are available to assist finding and retrieving
students and school personnel in information
learning about the tools and locations for
finding and retrieving information.
Indicator Statement or Question Response Evidence Rating
4.5 The technology infrastructure The technology infrastructure meets the •Technology plan and Level 2
supports the school's teaching, teaching, learning, and operational budget to improve
learning, and operational needs. needs of most stakeholders. School technology services and
personnel have a technology plan to infrastructure
improve technology services and
infrastructure. •Policies relative to
technology use
•Occasional internet
issues, though has
improved greatly from the
start of the school year.
Indicator Statement or Question Response Evidence Rating
4.6 The school provides support School personnel endeavor to determine •Student assessment Level 2
services to meet the physical, the physical, social, and emotional system for identifying
social, and emotional needs of needs of students in the school. School student needs
the student population being personnel provide or coordinate
served. programs to meet the needs of students •Social classes and
when possible. School personnel services, e.g., bullying,
evaluate all programs. Improvement character education
plans related to these programs are
sometimes designed and implemented •List of support services
to meet the needs of students. available to students
•STAT referrals. Could
improve our guidance
towards more vocational
or trades education to
better serve our students
who are not college-
aligned.
Page 22Indiana School Improvement Plan
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Indicator Statement or Question Response Evidence Rating
4.7 The school provides services that School personnel attempt to determine •Budget for counseling, Level 1
support the counseling, the counseling, assessment, referral, assessment, referral,
assessment, referral, educational, educational, and career planning needs educational and career
and career planning needs of all of some students in the school. School planning
students. personnel sometimes provide or
coordinate programs to meet the needs •Description of IEP
of students. School personnel rarely or process
never evaluate programs. Improvement
plans related to these programs are •ASVAB and other
rarely or never developed. aptitude testing.
Meeting with counselor
regarding scheduling and
future plans.
Concerns regarding future
years if cuts are made in
the guidance department.
Could include more
guidance towards
vocational education or
trades for student who are
not college-aligned?
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
We are working towards improving our referral process for students based on identified academic, behavioral, or social needs. The tech
department seems to be revising and improving our infrastructure and assistance for staff. The Technology Department has established a 3
year plan to focus on improving infrastructure, purchasing of new devices, and digital learning. A student Help Desk has also been created to
assist the Tech Department.
Page 23Indiana School Improvement Plan
Argos Community Jr-Sr High School
Standard 5: Using Results for Continuous Improvement
The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness
and uses the results to guide continuous improvement.
Overall Rating: 2.2
Indicator Statement or Question Response Evidence Rating
5.1 The school establishes and School personnel maintain and use an •Documentation or Level 3
maintains a clearly defined and assessment system that produces data description of evaluation
comprehensive student from multiple assessment measures, tools/protocols
assessment system. including locally developed and
standardized assessments about •Survey results
student learning and school
performance. The system ensures
consistent measurement across
classrooms and courses. Most
assessments, especially those related to
student learning, are proven reliable and
bias free. The system is regularly
evaluated for reliability and effectiveness
in improving instruction, student
learning, and the conditions that support
learning.
Indicator Statement or Question Response Evidence Rating
5.2 Professional and support staff Some processes and procedures for •Survey results Level 2
continuously collect, analyze, and collecting, analyzing, and applying
apply learning from a range of learning from data sources are used by •List of data sources
data sources, including professional and support staff. Data related to student learning,
comparison and trend data about sources include limited comparison and instruction, program
student learning, instruction, trend data about student learning, effectiveness, and
program evaluation, and instruction, the effectiveness of conditions that support
organizational conditions. programs, and organizational conditions. learning
School personnel use data to design,
implement, and evaluate continuous •NWEA
improvement plans.
Indicator Statement or Question Response Evidence Rating
5.3 Professional and support staff are Most professional and support staff •Professional learning Level 2
trained in the evaluation, members are assessed and trained in a schedule specific to the
interpretation, and use of data. professional development program use of data
related to the evaluation, interpretation,
and use of data. •Documentation of
attendance and training
related to data use
•ISTEP results
ILearn results
Page 24Indiana School Improvement Plan
Argos Community Jr-Sr High School
Indicator Statement or Question Response Evidence Rating
5.4 The school engages in a A process exists for analyzing data that •Agendas, minutes of Level 2
continuous process to determine determine improvement in student meetings related to
verifiable improvement in student learning, including readiness for and analysis of data
learning, including readiness for success at the next level. Results
and success at the next level. indicate mixed levels of improvement, •Evidence of student
and school personnel sometimes use growth
these results to design, implement, and
evaluate the results of continuous
improvement action plans related to
student learning, including readiness for
and success at the next level.
Indicator Statement or Question Response Evidence Rating
5.5 Leadership monitors and Leaders monitor information about •Our guidance counselor Level 2
communicates comprehensive student learning, conditions that support will meet with every
information about student student learning, and the achievement of student in grades 8-11 to
learning, conditions that support school improvement goals. Leaders review their potential class
student learning, and the communicate results to all stakeholder schedule for the following
achievement of school groups. year. She also meets with
improvement goals to each senior to review
stakeholders. his/her future plans.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
The data sources are available, but teachers lack time to analyze the data.
Page 25Indiana School Improvement Plan
Argos Community Jr-Sr High School
Report Summary
Scores By Section
Section Score
1 2 3 4
Standard 1: Purpose and Direction 2.33
Standard 2: Governance and Leadership 2.17
Standard 3: Teaching and Assessing for
2.75
Learning
Standard 4: Resources and Support
2.14
Systems
Standard 5: Using Results for Continuous
2.2
Improvement
Sections
Page 26Indiana School Improvement Plan
Argos Community Jr-Sr High School
Student Performance Diagnostic
Page 27Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is
significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment
results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment
of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external
review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement planning.
Page 28Indiana School Improvement Plan
Argos Community Jr-Sr High School
Student Performance Data
Label Assurance Response Comment Attachment
1. Did you complete the Student Performance Yes Student
Data document offline and upload below? Performance Data
Chart
Page 29Indiana School Improvement Plan
Argos Community Jr-Sr High School
Evaluative Criteria and Rubrics
Overall Rating: 3.25
Statement or Question Response Rating
1. Assessment Quality The array of assessment devices used by the Level 2
institution to determine students' performances
is sufficiently aligned so that valid inferences
can be reached regarding students' status with
respect to some of those curricular aims
regarded as high-priority instructional targets.
The documentation provided in support of this
alignment is less than persuasive. Some of the
assessments used are accompanied by
evidence demonstrating that they satisfy
accepted technical requirements.
Statement or Question Response Rating
2. Test Administration All the assessments used by the institution to Level 4
determine students' performances, whether
externally acquired or internally developed,
have been administered with complete fidelity
to the administrative procedures appropriate for
each assessment. In every instance, the
students to whom these assessments were
administered are accurately representative of
the students served by the institution.
Appropriate accommodations have been
provided for all assessments so that valid
inferences can be made about all students'
status with respect to all of the institution's
targeted curricular outcomes.
Statement or Question Response Rating
3. Quality of Learning Evidence of student learning promoted by the Level 4
institution is well analyzed and clearly
presented. In comparison to institutions
functioning in a similar educational context,
students' status, improvement, and/or growth
evidence indicates that the level of student
learning is substantially greater than what
would otherwise be expected.
Statement or Question Response Rating
4. Equity of Learning Evidence of student learning indicates Level 3
achievement gaps exist among subpopulations
of students, and these achievement gaps have
noticeably declined.
Page 30Indiana School Improvement Plan
Argos Community Jr-Sr High School
Areas of Notable Achievement
Which area(s) are above the expected levels of performance?
Over the past 5 years, language and math ILearn scores have been consistently above averages for the county and state.
Describe the area(s) that show a positive trend in performance.
English and Language Arts ILearn scores exceeded expectations in grades 7th and 8th.
Which area(s) indicate the overall highest performance?
Middle School scores in both Language Arts and Math have continued to show growth. Without last year’s data, it is difficult to
determine which subject/group is demonstrating the highest performance. The teachers in these subjects continue to push each other
and their students to reach high expectations.
Which subgroup(s) show a trend toward increasing performance?
Students who have not initially passed the ISTEP Math and/or English exam, on average, are passing this exam within the second
attempt. This indicates that our lower achieving students are getting the remediation they need in order to pass these exams.
Between which subgroups is the achievement gap closing?
Students who passed the ISTEP test(s) on their first attempt and students who need to retake the test(s).
Which of the above reported findings are consistent with findings from other data sources?
ILearn results are obtained from the IDOE website and we have also noted class performance improving in these areas as well.
Page 31Indiana School Improvement Plan
Argos Community Jr-Sr High School
Areas in Need of Improvement
Which area(s) are below the expected levels of performance?
We would not state that we are “below the expected levels of performance”, however our Math department did not do as well as the English
Department during the previous ILearn testing window.
Describe the area(s) that show a negative trend in performance.
Looking at data from the previous 3 years, the trend of students performing slightly lower in 8th grade than their previous 7th grade year in
ELA is consistent.
Which area(s) indicate the overall lowest performance?
Based on the current data of ISTEP, the areas with the overall lowest performance is the 7th and 8th grade ILearn Math and IStep retesters.
Which subgroup(s) show a trend toward decreasing performance?
ISTEP (10th grade) retesters show a consistent decreasing performance trend.
Between which subgroups is the achievement gap becoming greater?
None noted.
Which of the above reported findings are consistent with findings from other data sources?
Classroom data and past data scores from ISTEP and NWEA.
Page 32Indiana School Improvement Plan
Argos Community Jr-Sr High School
Report Summary
Scores By Section
Section Score
1 2 3 4
Evaluative Criteria and Rubrics 3.25
Sections
Page 33Indiana School Improvement Plan
Argos Community Jr-Sr High School
Stakeholder Feedback Diagnostic
Page 34Indiana School Improvement Plan
Argos Community Jr-Sr High School
Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that
need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the
institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each
survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to
broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be
used in the same manner by the institution as it engages in improvement planning.
Page 35Indiana School Improvement Plan
Argos Community Jr-Sr High School
Stakeholder Feedback Data
Label Assurance Response Comment Attachment
1. Did you complete the Stakeholder Feedback Yes Open-ended
Data document offline and upload below? Response
Likert Scale
Demographic
Page 36Indiana School Improvement Plan
Argos Community Jr-Sr High School
Evaluative Criteria and Rubrics
Overall Rating: 2.5
Statement or Question Response Rating
1. Questionnaire Administration Some required AdvancED questionnaires were Level 2
used by the institution to receive stakeholder
feedback. The minimum response rate for each
population was met (parent questionnaire:
equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%,
staff questionnaire: equal to or greater than
60%). Questionnaires were administered with
modest fidelity to the administrative procedures
appropriate for each assessment. In some
instances, the stakeholders to whom these
questionnaires were administered somewhat
represented the populations served by the
institution. Appropriate accommodations were
provided for some participants.
Statement or Question Response Rating
2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of Level 3
3.20 or above (on a 5.0 scale). Results of
stakeholder feedback collected by the institution
were acceptably analyzed and presented with
reasonable clarity.
Page 37Indiana School Improvement Plan
Argos Community Jr-Sr High School
Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval?
English ILearn scores and our AP Calculus scores are currently our highest level of satisfaction.
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
Overall ILearn scores have remained one of the highest passing rates in Marshall county and surrounding schools. Academic achievement
has been a highlight of Argos Jr.-Sr. High School. Our AP course success(es) in English, Math, and Sciences are also creating stakeholder
approval.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Local news sources and social media have shared our high academic standards and success rates pertaining to ISTEP testing.
Page 38Indiana School Improvement Plan
Argos Community Jr-Sr High School
Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval?
Due to the new testing standards, our overall passing rates in ISTEP have decreased from previous years. Teachers have been diligent in
determining the reasons and looking for strategies to improve our overall testing scores.
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
Professional Development is needed to better prepare teachers with the changing of testing standards and curriculum. All stakeholders have
expressed concern and a need to establish more improved teaching strategies.
What are the implications for these stakeholder perceptions?
Our teachers and students have maintained a high level of academic success among surrounding schools. Although this is true, we have all
concluded that there is a need for improvement. Our corporation is continuing to provide professional development to teachers and staff and
will continue to monitor progress. Stakeholders understand that our small school setting and highly motivated staff will continue to discuss
and implement strategies that will allow us to remain as the academic leader in our area.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Again, information from local news sources and community members have all discussed the success and areas of improvement in our
school.
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