Profiles and Needs Assessment

Enrollment by Grade Snapshot (pdf)

Demographic Snapshots

Defining at-risk

At-Risk Allocations by SMSD Campus

Students in grades 3-8, 10, and 11 participate in the Kansas Assessments as required by the Kansas State Department of Education. Result summaries are release through the KSDE building report cards noted below. In addition to the KSDE Report Cards, Shawnee Mission School District staff have created one or more reports locally such as the results graphs shown below.

KSDE Building Report Cards

Kansas Assessment Results Graphs (pdf)

The NWEA MAP (Measures of Academic Progress) is a computerized adaptive assessment that measures a student’s instructional level in the areas of reading and mathematics. The MAP is computer-adaptive, which means that it adjusts the difficulty of the questions to the student’s level. For instance, if a student answers a question correctly, the next question will be more difficult. If the student answers incorrectly, the next question will be easier. The MAP continues in this manner to find student’s instructional level. The test is designed so that every student will answer approximately half the items correctly and half incorrectly by the time they reach the end of the test. A student's instructional level is represented by scaled value called a RIT or Rasch Unit, which range from about 140 to 300.

This assessment is uniquely designed to measure a student's academic status and academic growth over multiple years. The NWEA MAP scorecards, created by SMSD staff, provide multi-year snapshots of student status and growth by school and grade level. 

NWEA MAP Spring Scorecards (pdf)

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The Acadience Literacy and Math assessments consist of a number of short subtests that measure specific early reading and math skills. The number of subtests students take depend on grade level. Students in the primary grades (kindergarten, first grade, second grade) may take as many as nine short subtests across both reading and math. Most of these subtests are individually administered, and each only takes a few minutes to complete. Students in the intermediate grades (third, fourth, fifth, sixth) will see five or fewer subtests.

Each Acadience subtest is an indicator of how well a child is doing in learning a specific early reading or math skill. It is like taking a person’s temperature and blood pressure to evaluate his or her overall health. A child’s score on a subtest indicates whether the child is likely to be “on track” for subsequent grade level success, or whether that child may need some help in learning important reading skills. For example, the results may indicate to the teacher that they need to spend more time teaching a child how to “sound out” unknown words. Along with the Acadience score, students may have one of three performance levels: Benchmark (on track), Below Benchmark, or Well Below Benchmark. Acadience reports also provide information about whether a student’s rate of growth is above or below typical growth rates.

Acadience Scorecards (pdf)

Approximately 80% of Shawnee Mission students complete an ACT test at least once while in high school. State, district, and school cohort results are typically based on each student's last ACT test event. However, some agencies will generate reports based on other business rules. An alternative method may use each student's highest ACT score. A third alternative is to use all scores, including duplicates. Please consider participation rates and calculation methods when comparing ACT results across schools, districts, and states.

Additional detail appears in this report:

ACT Overview with Demographics (pdf)

Attendance rate is the total of all student days attended divided by the total of all student days enrolled. A student is identified as 'chronically absent' when their individual attendance rate is below 90%. The Chronic Absenteeism rate is the percent of students identified as chronically absent. Attendance data includes any student who was enrolled at any point during the school year.

KSDE Building Report Cards

Graduation rates for each cohort are based on whether students in grades 9-12 graduate with a regular diploma with their expected four-year cohort. Dropout rate is a snapshot of dropouts from a specific year across grades 7-12. Additional details and summary data appear in the report:

Dropout / Graduation Summary Report (pdf)

The Shawnee Mission School District uses Panorama Surveys to measure student’s social emotional growth in the areas of grit, growth mindset, and self-management, as well as teacher-student relationships and school climate.

Our 2022-2023 goals are as follows: 1) By the end of the 22-23 school year, a minimum of 80% of students in grades 3-12 will demonstrate interpersonal skills important to life success as evidenced by the self-management survey data from Panorama. 2) By the end of the 22-23 school year, a minimum of 60% of students in grades 3-12 will develop and utilize personal resilience skills as evidenced by the grit survey data from Panorama.

School level reports are available to building administrators from within the Panorama platform through a secure login portal.

Productive civic engagement requires knowledge of the history, principles, and foundations of American democracy, and the ability to participate in their associated processes. People demonstrate civic engagement when they address public problems individually and collaboratively and when they maintain, strengthen, and improve communities and societies. In addition to the study of politics and society, civic engagement also encompasses participation in classrooms and schools, neighborhoods, groups, and organizations. Opportunities for civic engagement in the Shawnee Mission School District are embedded within the district curriculum as well as a myriad of student organizations and activities. Examples are as follows:

• To ensure quality education related to growth and application in the areas of civic and social engagement, the Shawnee Mission School District has developed curriculum maps at the elementary and secondary level that prioritize KSDE’S History Government Social Studies (HGSS) standards. Experiences and assessments are developed and integrated into classroom instruction to ensure students understand their civic and social responsibility. Included in these emphases is the importance of registering to vote.

• Middle and high schools support student-led and teacher-led organizations that promote civic engagement. These include short-term commitments such as ‘student day of service’ and longer-term commitments via school related clubs and programs. Specific program examples include the Share program at Shawnee Mission East High School and the Cougar’s Commitment to the Community (CCC) program at Shawnee Mission Northwest High School.

• District-wide sustainability work has been a continued focus for many years. With the support of district and building staff as well as through a number of strategic community partnerships, all students and schools are actively involved in composting and recycling efforts.

The Shawnee Mission School District offers early childhood education through early childhood/pre-kindergarten enrollment opportunities in 53 percent of our elementary schools and at the Early Childhood Center. Specific schools offering early childhood/pre-kindergarten services can be found in the School/Campus Overview Section.

Our district also utilizes the Jump Start to Learning Summer Program to provide students with additional support to ensure a smooth transition into Kindergarten. We work with our Head Start partners at Growing Futures not only to serve their students with special education needs, but to plan for successful transitions with families into kindergarten in our schools. 

Ages and Stages Questionnaires (ASQ)- Measuring Kindergarten Readiness

We continue to utilize the Ages and Stages Questionnaire to gather input from families and initiate relationship building toward common home-school goals. 

All Kansas elementary schools are required to partner with families to better understand incoming kindergarten students’ development. KSDE’s preferred tools for facilitating this requirement are the Ages & Stages Questionnaires®, Third Edition (ASQ-3) and Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2) provide a snapshot of children’s developmental milestones.

For the 2021-2022 school year, 74% of incoming kindergarten students had a complete set of  ASQ assessments (ASQ3 and ASQ-SE). 37% of students exhibited one or more concern regarding their developmental progress (ASQ3) and 4% of students exhibited one or more concern regarding their social-emotional development (ASQ-SE). These percentages for incoming kindergarten students have been relatively stable (37% and 4% respectively) since 2019.

School level reports are available for building administrators from within the Ages and Stages platform through a secure login portal.

myIGDIs - Measuring Early Literacy and Numeracy Skills in PreK Classrooms

PreK staff utilize the myIGDIs assessments to measure student learning in early literacy and numeracy skills. Measures include picture naming, rhyming, sound identification,  oral counting, and quantity comparison, among other skills. These assessments are used for benchmarking, determining whether students are 'on track' for future grade-level proficiency as well as for progress monitoring students who require additional support. Use of these measures also encourages continuity of support and data as students transition from PreK to Kindergarten and beyond.

Annual data reviews reveal that by the spring of each school year, 50-60% of students enrolled in PreK perform at benchmark levels, 25-30% indicate some need for support in reading and/or math, and 10-20% indicate a need for ongoing intensive supports in one or both subject areas.

Classroom and school level reports are available for teachers and principals within the myIGDIs platform through a secure login portal. 

Student level IPS activity is measured via their engagement with the Xello platform. For Strategic Plan reporting purposes, students are designated as ‘complete’ when they have identified a learning style, a personality style, and career clusters (see Data Dashboard for the Strategic Plan).

The KSDE Building Report Cards contain the latest calculations available for postsecondary effectiveness. Results may lag 2-3 years behind high school graduation years.

SMSD Portrait of a Graduate

Shawnee Mission offers a variety of learning opportunities beyond the school day.  These opportunities include the following:

• Summer Programs
• After school tutoring
• Band, choir, strings, and music performances and area festivals
• Parent engagement nights
• Student internships
• Client-connected projects
• Entrepreneurship opportunities
• Opportunities to earn industry recognized credentials
• Extra-curricular activities
• Co-curricular activities such as Scholars Bowl and Mathletics
• After-school clubs such as robotics, literature, student council
• Career and Technical Student Organizations
• Math, science, and literacy nights

The Shawnee Mission School District utilizes a working document titled 'Response to Intervention (RTI) Guidebook for Student Success', which establishes a common system for implementing RTI, an academic framework, and a balanced approach to assessment for learning. The handbook includes a definition for each tier and associated research-based resources. The framework sets forth core expectations and guides implementation of tiered supports. A curated district toolkit along with an outline of building responsibilities is included. The assessment section defines each type of assessment. The handbook is intended to be a document that is continuously updated and adjusted.

Shawnee Mission is a 1:1 district that supports every elementary student with an iPad and each secondary student with a MacbookAir. The Digital Learning Initiatives provide expanded resources in the classroom and is opening up more options for students to learn. Students and teachers are actively learning together. The district focus is to use technology in the classroom to collect data that drives instruction, provide collaborative learning spaces online, empower students to create their own products and to support communication between the classroom and home. 

Digital Learning

Information & Communication Technologies

Staff Demographics

Staff Agreements & Manuals

Licensure Summary (KSDE Building Report Card)

Staffing allocations for a number of certified positions are based on the role of the position in relation to the needs of the schools. For example, elementary Interventionists will typically provide intervention supports to students who exhibit academic risk. Hence, staffing allocations for this position are based on the density of risk factors within each school, which include below-grade-level performance on fall benchmark assessments, student mobility during the school year, and English language acquisition. Additional staffing allocation examples are linked below:

Elementary Interventionist 

Elementary Aide 

Elementary Administrative Interns 

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Elementary Staffing Example Snapshot (Summer 2022)

Facility related overviews and updates are available at the following pages:

Enrollment Analysis

Bond 2021

School and District Boundaries

Environment and Sustainability

• Extracurricular and co-curricular activities that are open to the community including sporting and arts events.
• Math and science family nights at Title 1 schools.
• Weekly communications to parents/caregivers from the school principal.
• School staff visits to apartment complexes, neighborhoods, or individual homes.
• Technology support events and web information for parents.
• Parent-school partnerships from birth to five through Parents as Teachers and other events related to getting ready for kindergarten.
• McKinney-Vento Bonanza: At the start of every school year SMSD’s McKinney-Vento Liaison personally meets, engages with and qualifies families experiencing homelessness. At the conclusion of each meeting, students are provided with school supplies and families with household items, groceries, etc.
• Project-Home: Project HOME provides twice-a-month opportunities to help families who are homeless or at risk of homelessness to meet with officials from various agencies. These local agencies collaborate to connect families to resources related to housing, finance, utilities, food, employment, furniture, counseling, healthcare, and anything that can be a barrier to housing. They work with the goal of helping families prevent homelessness and help to permanently house families. 
• Migrant Kickoff and Family Engagement Events: Throughout the school year several events are scheduled for SMSD migrant students and their families. The kickoff takes place before the school year and provides students with school supplies and families with household items, groceries, etc.
• English Language Learner (ELL) Family nights: At the start of each school year a bilingual back-to-school night is held at the CAA. Relevant start-of-the-year information is provided in a number of different languages. All dual-language speakers and their families are welcome.
• Diversity Equity Inclusion and Belonging (DEIB) events: Many schools host Multi-Cultural events throughout the year that recognize the cultures and heritages of different ethnic groups both in our schools and across the greater Shawnee Mission community. 
• Social/Emotional Learning (SEL) Information Events: The SMSD hosts a number of SEL-related informational events throughout the school year. The events are intended for students and families and focus on various social-emotional topics including suicide awareness and prevention, addressing addictions, COVID-related resources, panel discussions, etc.

• Parents
• Students
• Representatives from area Business/Community Partners
• Staff members (certified and classified)

• Review student data 
• Review the continuous improvement process (KESA Goals and Strategic Plan)
• Provide feedback and make recommendations