Pepin Elementary School receives Title I recognition

Pepin Elementary School was recently recognized by the Wisconsin Department of Public Instruction, being named as a "High-Progress School" for Title I instruction.
"I love the start of the school year because it's a chance to set the pace for a successful year ahead," said State Superintendent Tony Evers in a press release. "These schools are off to a strong start to the 2014-15 school year."
One-hundred seventy-three Wisconsin schools received recognition on different levels based on success in educating students from low-income families.
According to the press release, to be eligible, schools must receive Title I funding to provide services to large numbers or high percentages of economically disadvantaged children and meet other criteria.
For the High-Progress award, schools must fall within the top 10 percent of schools experiencing growth in reading and mathematics for elementary and middle school students, or the top 10 percent of schools with the greatest improvement in high school graduation rates, and have achievement gaps that are less than three points between student groups or show evidence of reducing gaps.
Pepin Elementary Principal Lydia Gnos said the award is one the high school got consistently, before criteria changed. The elementary school also received the award in the 2012-13 school year.
"We are achieving high no matter what, but the poverty rate seems to change," Gnos said.
Title I is a reading program in schools, and Gnos said the award is based on the achievements the school discloses on Title I paperwork.
"Pepin has around 35 percent economically disadvantaged students," she said. "That is determined by those who qualify for free and reduced lunches."
Gnos said Pepin Elementary is a high-literacy school, and she believes that factor led to the recognition.
"We believe strongly in reading, and work to promote literacy and numeracy," she said. "We have top readers because of programs like Accelerated Reader."
Gnos said teachers also use a variety of materials.
"Kids also get to choose their books, giving them a choice and a voice," she said. "If you can read what you like, you'll read more."
Gnos said she will be presenting 1,000 point plaques to 10 students this year for AR.
"We really encourage reading," she said. "We also have 12 kids on our 750 point plaque, and 21 on the 500 point plaque."
The youngest students on the 500 point plaque are in fourth grade. AR starts in the latter part of first grade. At graduation, students are able to take home their 1,000 point awards.
Schools meeting the recognition award criteria will receive a plaque at a ceremony at the State Capitol October 13, and $500 for use by the school. The program has been operating for 13 years. This year, 133 of the 173 schools were elementary schools, 29 middle or junior high schools, and 11 high schools.
"It's pretty exciting," Gnos said. "I'm proud of all the teachers who work hard with the kids to make reading exciting and interesting."
Gnos said she pushes the motto, "Readers are leaders."
"Being able to be high-achieving in reading and math is extremely important," she said.
Pepin has 116 students in Kindergarten through sixth grade.
"I'd really like to thank all the parents and teachers who promote literacy," Gnos said. "One homework requirement is to read a certain number of minutes every night, so I think the parents for making sure that gets done."
Gnos said Title I started as part of the Elementary and Secondary Education Act in the 1970s.
"They provide excellent support to kids from high-poverty backgrounds," she said. "Education is one of the great levelers of poverty."
In the press release, Evers said he wants to congratulate the schools as examples of the success the DPI needs in all of the schools to close achievement gaps.
"These awards recognize the work by students and their parents along with teachers, school administrators, and school staff members to break the link between poverty and low academic achievement," he said. "We know that rigorous programming and attention to student needs make a difference and will help us reach our Agenda 2017 goals: to improve graduation rates, reduce dropout rates, and close college and career readiness gaps."