• Category 1

    Selected in 2021

  • Grades: k - 5
    School Setting: rural
    Town Population: 2,000
    Student Enrollment: 218
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 96%
    Hispanic: 0%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 2%
    Other: 0%

    Teacher/Student Ratio: 1:10
    % Reduced Lunch: 25%
    % ELL Learners: 2%
    Founded: 1924
  • PRINCIPAL:
    Jennifer Knecht
  • CONTACT:
    401 Iowa Ave
    Platte, SD 57369
    605-337-2468
    jennifer.knecht@k12.sd.us
Platte-Geddes Elementary School
Platte, SD
Positive relationships with students, parents, and between and among staff members are the foundation of every part of our school day."
1. Tell us about your school’s success.
At Platte-Geddes Elementary we are thrilled and honored to be named a 2021-2022 National Distinguished Elementary School. We have outstanding teachers who have spent countless hours preparing lessons that match grade level South Dakota Content Standard expectations. Our teachers continuously use assessment data to find the specific skill areas where our students need assistance. The South Dakota Interim Assessments have played a key role in preparing our students for the Smarter Balanced Assessments each spring. At Platte-Geddes Elementary we believe in setting high expectations of behavior and academic performance. Our students, teachers, and parents deserve this prestigious award for their hard work and dedication to academic excellence.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
At Platte Geddes Elementary we have implemented a set of behavioral expectations that we call “The Panther Way”. We believe that our high expectations of behavior have led to our great academic success in all areas. We expect our students to Be Kind to others, display Responsible behaviors, Be Safe inside and outside while at school, and to display Respect to all learners around them. Positive relationships with students, parents, and between and among staff members are the foundation of every part of our school day. We believe in building positive student relationships through mutual respect and rapport.
This school year, we have added weekly "positive affirmations" to our daily morning announcements. Our students can be heard each day stating "I am KIND", "I am LOVED", "I am BRAVE", "I am SMART" and other encouraging affirmation statements.
3. How has ESEA funding supported the school's success?
With our ESEA funding we have been able to add a Reading Interventionist. The addition of a Reading Interventionist position has allowed us to create a third section of core content reading for each grade K-2. This position allows each section of core content reading in grades K-2 to be at a ratio of 12-1. We feel the smaller class size for reading instruction will benefit every young student learner.
We have created a reading intervention time where all students in grades K-3 have small group reading time focused on their independent reading level. They spend their small group reading intervention time reading poems, reading and discussing leveled-readers that match their fluency and comprehension skill level, reading books of their choice independently, and journaling. This small group focused reading time is key to our student success in reading.
4. What professional development activities were used to improve teaching and learning?
As a district, we strive for continuous improvement. Over the past five years, we have implemented individualized professional development for teachers and staff. We not only differentiate for our learners, but our teachers as well. This year, we have purchased individual coaching sessions for each of our teachers through "Better Lessons". Each teacher is matched with a national educational coach that works specifically with their content area. Teachers set individual teaching goals and meet with their coach bi-monthly to discuss their progress toward meeting the goal.
5. Talk about the cultural shift leading up to your school's success.
At Platte-Geddes Elementary we believe in building positive relationships with our students, staff members, and parents. Every aspect of our school day revolves around our expectations of student and staff behavior. Our students are expected to follow "The PANTHER Way" set of positive behavioral expectations which include: Be Kind; Be Responsible; Be Safe; Be Respectful. Our staff members have built their expectations from the standpoint of students, parents, and teachers.
6. How has community involvement strengthened your success?
We have worked closely with our parents to create an "Open-Door School". (Obviously, the Covid 19 Pandemic has caused this "Open Door Policy" to be on hold for a couple of years.) We have an extremely active "Parent Advisory Committee" that meets with our principal multiple times throughout the school year. Together, we plan activities for students, address concerns brought forth by parents, and work together to create a positive school culture.
Stats
  • Category 1

    Selected in 2021

  • Grades: k - 5
    School Setting: rural
    Town Population: 2,000
    Student Enrollment: 218
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 96%
    Hispanic: 0%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 2%
    Other: 0%

    Teacher/Student Ratio: 1:10
    % Reduced Lunch: 25%
    % ELL Learners: 2%
    Founded: 1924
  • PRINCIPAL:
    Jennifer Knecht
  • CONTACT:
    401 Iowa Ave
    Platte, SD 57369
    605-337-2468
    jennifer.knecht@k12.sd.us