School funding has been a frequent topic recently, mostly driven by the proposed local referendum, the state budget process and the Local Government Series sponsored by the Stateline Community Foundation. While I did a blog post a number of months ago as an introductory piece on independent public charter school funding, because The Lincoln Academy (TLA) is the first such school in our area, there are still a great many questions – and at times some misunderstanding. As such, this will be installment #2 of what may be an ongoing conversation as we work to build local understanding. As a reminder, TLA is authorized through a contract with the UW Office of Educational Opportunity and is defined by statute as a 2x charter school. Note: There are also 2r independent charter schools in WI and while the funding amount for those schools is the same, the mechanisms for counting students and funding schools differs. Students enrolled in 2x schools: Are counted by their resident school district when the district calculates their revenue limit and general aid. The Department of Public Instruction (DPI) calculates the charter school aid (number of charter students x per pupil charter aid) and reduces the aid to the resident district in the amount equal to the charter school payment. The resident school district is allowed to retain the difference between the revenue limit and the charter payment for any allowable use. Does TLA receive tuition payments from parents, the Beloit School District (BSD) or any other school district for their students? NO. TLA is a public school and as such it is free for all scholars to attend. We do not charge or receive tuition from any source. What is the impact of charter funding on local traditional districts? Given the majority of the discussion regarding the funding impact of TLA is focused on the Beloit School District, I will use them to illustrate the impact. Step 1. TLA participates in the state required pupil counts in September and in January each year and reports our enrollment data to the DPI. Based on these counts we estimate serving 451 FTE scholars who are residents of the Beloit School District in the 2022-2023 school year. Step 2. DPI reports independent charter school counts to the Beloit School District. The District counts the scholars when calculating their revenue limit. 451 x $10,049 (BSD per pupil revenue limit) = $4,532, 099 Step 3. The Department of Public Instruction (DPI) calculates the charter school per pupil payment for TLA and pays TLA directly (not BSD) an equal amount in quarterly payments. In other words, the DPI payment to BSD is reduced by an amount equal to the charter payment. 451 x $9,264 (Independent Charter School Payment) = $4,178,064 Step 4. The BSD is allowed to retain the difference between the revenue limit calculation and the charter payment made to TLA. This is an annual decision made by the Board of Education as a part of their budget process. This funding is received for children who are not served or supported by the Beloit School District. $4,532, 099 - $4,178,064 = $354,035 Notes: (1) Revenue limits and student counts will vary from one year to the next and data will fluctuate accordingly. (2) Independent charter schools only receive funding for the actual number of scholars served in a given year. This is different than traditional pupil schools. Why does TLA receive less funding per pupil? Charter school students in WI have always been funded at lower levels than traditional public students, regardless of needs or demographics. Does TLA receive less funding because they don’t serve scholars with similar needs? Absolutely not - that is a myth. As a public school, TLA is required to accept all scholars and in fact, our data demonstrates we welcome them. Currently our scholars include 66% low-income, 23% English language learners and 14% students with disabilities. By comparison, the BSD recently released data on similar measures reporting 70.9% students in poverty, 17.7% English language learners and 15.3% students with disabilities. A recent statewide comparison of basic demographic information further challenges these myths. Source: DPI How much of the enrollment related revenue decline at BSD is attributable to TLA? As noted above, in this academic year, funding for TLA will reduce BSD revenue by approximately $4.1 million. According to recently released BSD information, the revenue loss to the district attributable to public school open enrollment in this school year is $10,450,960. The funding loss is directly attributable to enrollment losses; the majority of students are enrolling in other traditional districts. How can citizens learn more about school district revenue and expenses? Interested taxpayers can visit the DPI website for information about district revenues and costs. Unfortunately, the most recently available data is for 2020-21. School Financial Services Data Warehouse (wi.gov). The Wisconsin Institute of Law and Liberty publishes a school scorecard that includes total and per pupil spending information trends as well as district level proficiency rankings. School Scorecard | Wisconsin Institute for Law & Liberty (will-law.org) Both resources allow users to select statewide or district specific information. A Final Note What is unfortunate about the majority of education discussions today is the focus on money. While funding and fiscal responsibility is important (and it is!), it often distracts us from the other critical conversations we should be having about student achievement and how children are doing. We should be spending at least as much time discussing reading levels or the science of reading, post-pandemic mental health needs and bullying, post-secondary success and the evolving needs of employers, or the needs and interests of parents as they explore their options and try to best meet the needs of their children. Money is important but dollars do not guarantee that the rest of the list will be addressed. Our children are relying on us to help them build their futures. We need to be committed to measures beyond the dollars we attach to each of them. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy , a K4-12 independent, 2x charter school in Beloit, Wisconsin.

“Giving feedback means caring enough about someone {or something} to want to see them be successful.” Michael Sonbert, Founder and CEO of Skyrocket Education, TLA Coaching Consultant Twice per year, each school-year, The Lincoln Academy distributes surveys to parents, scholars and staff. With the recent completion of 2022-23 mid-year surveys, this seems like a good time to talk about why we do this, why the feedback we receive through these surveys is so important and to share some of our results. Why We Use Surveys TLA is a feedback rich environment. Feedback is an ingrained part of our culture and coaching is an integral part of what we do every day. When members of our school community share what they see from their unique perspectives, we get invaluable feedback. We use the feedback to hold ourselves accountable and to coach our team. One of the strengths of charter schools is the ability to pivot quickly in order to stay focused on what is important and to ensure we achieve results. Our surveys provide us with a frequent and important touch point. They give us data that can challenge us to pivot where needed and they ensure that we never veer too far off course for too long. Our Results Surveys are distributed to all parents, scholars and staff. They are tailored to each group, and each contain questions that we see as vital to academic achievement and school culture. We work hard to get strong participation and this year 90% of scholars, 83% of staff and 52% of parents completed the survey. Our goal is to achieve a 4.0 on a 5.0 scale. Overall, feedback from parents is strong. My children are safe, I am supported as a parent, I am satisfied with exploratories/electives, and I would recommend TLA to my friends and families all exceed our 4.0 goal. Satisfaction with extracurricular activities was 3.7. As a new school this is indeed still developing, and we appreciate hearing how important it is to our families. Scholars are surveyed by grade bands and feedback from our elementary scholars is overwhelmingly positive. They tell us they enjoy attending school, they are learning, feel safe and feel connected to both teachers and administrators. Last year elementary scholars told us they wanted more career opportunities at school; we heard that feedback, worked on programming and saw the score increase from 3.9 to 4.4. TLA middle and high school scholars offered candid feedback. Their responses tell us they have friends at school, and they are exploring careers. Hovering just below a 4.0 they say they are learning, enjoy the exploratories and extracurricular activities. Safety is close behind. The scholars have also shared that they don’t feel as connected as we would like to teachers and administrators - critical feedback for our team. None of this work is possible without the teachers in the classrooms and the team that works to support them. Our staff tell us they feel safe, and they are growing professionally. They are glad to be a part of the team and would recommend TLA to their family and friends. Their feedback tells us we still have room to grow in our communication. We also saw a slight drop in staff feeling valued thus helping to demonstrate the importance of these touchpoints. How We Use Results This ultimately, is most important. What do we do with the information we receive? First you should know, as the CEO of TLA, I review each and every survey we receive - every score, every comment. We review the aggregated results with our staff team and share with parents. And we use the information to make adjustments in our work. For example, this year, our high school scholar surveys reflected some dissatisfaction regarding an on-line program used to differentiate reading and math support. Our teaching staff echoed the concerns. By the next week, we were able to change the program and utilize an alternative option to support our scholars. Immediately, we noticed a dramatic change in their participation in programming and their engagement in learning. Another example included parents requesting more extracurricular activities for elementary scholars. We already added a soccer camp and literacy camp for the scholars this spring. We hosted a family dance recently for our K4-3rd graders which had a big turnout filled with lots of joy! Why Do the Results Matter? We are committed to achieving our vision of being the premier K-12 school in the state of Wisconsin, providing college and career pathways for scholars to lead happy, choice-filled lives. We are also committed to ensuring we strive for excellence in all that we do. We know parents have a choice in whether they send their scholars to TLA. We know scholars who want to be at school are best positioned to learn and thrive and we know teachers who feel supported, connected and valued are key to helping scholars achieve their dreams. We will continue to ask for feedback, celebrating the positive and working hard to respond proactively to that which is more critical. Feedback from our families, scholars and staff is key to our work together to build a healthy, connected, joyful school community where we are all focused on supporting scholars in achieving their happy, choice-filled lives. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy, a K4-12, 2x independent charter school in Beloit, Wisconsin.

January finds us busy re-enrolling current scholars for the next school year and preparing for our annual enrollment period for new scholars, which occurs in February each year. Since this is a time when prospective parents are contemplating enrollment, it is also a time when one of the most prevalent myths about charter schools re-circulates. Short video shows scholars participating in school activities and the narration speaks about enrollment. The school is a tuition-free public school and any K4-12 school aged child with a Wisconsin home address is welcome to apply for enrollment. Myth: Charter Schools “cherry-pick” scholars. Frequently, this myth is layered in with the “charter schools are private schools” argument. Although I have addressed this topic in prior blog posts, it is always worth repeating. The Lincoln Academy is a 2x independent charter school, which Wisconsin State Statute defines as a public school and Local Education Agency (LEA), legally required to provide a free and appropriate education to all enrolled students, to accept all children (limited only by State of Wisconsin residency and the number of seats available) and required to meet the needs of all students. Each year, there is an enrollment process that takes place at The Lincoln Academy to determine enrollment for the following school year. As indicated earlier, during the month of January we work with families of current scholars to re-enroll for the coming year by January 31st. During February, our annual enrollment period, The Lincoln Academy accepts applications for enrollment for new scholars for the coming school year. Beginning February 1st, the application is available online at Enrollment | The Lincoln Academy in Beloit, Wisconsin or in-person weekdays between 8am and 4pm in the school office. The application process for a new scholar involves completing the application and submitting both proof of Wisconsin residency and a copy of the scholar’s birth certificate. There are no additional eligibility requirements and there is no cost to attend. If more applications are received during the enrollment period than there are seats available for a grade-level in the coming year, a public random lottery is held in early March (March 7th this year) to determine enrollment for available seats and the waitlist order for the coming year. Only completed applications submitted by midnight on the last day of February are eligible for the lottery process. If the lottery process is needed, TLA gives preference in the order as follows: 1.) Scholars who were enrolled in the charter school in the previous year. 2.) Siblings of scholars enrolled in the charter school.* 3.) Children of full-time staff and TLA Board Members. * Siblings are defined as: biological siblings that share parents, siblings that share a single parent, siblings that share a parent through marriage, children who share a parent through adoption or guardianship, siblings who reside in different households or foster children. We are often asked if applications for the next school year are only accepted during the enrollment period. The simple answer is no . Completed applications received after midnight on the last day of February are accepted and processed on a first-come, first-served basis. If a seat is available, the scholar will be enrolled for the new year. If no seat is available, the scholar is placed on a waitlist in the order the application is received behind lottery waitlisted scholars. If a scholar is placed on a waitlist and does not get in by January of the following year, they must re-apply in February as a new waitlist starts in March once the lottery is completed. The TLA enrollment process is structured and provides as much equal access as possible in an environment where there is a finite number of seats available. We encourage everyone interested in enrolling their child to apply during the February enrollment period, as it provides the best opportunity for enrollment when there is high demand for a grade-level. This does not mean, however, that there may not be less demand for seats or a short waitlist for a certain grade-level when a scholar applies at a different point in time. The only certainty is that a scholar will not have a chance at enrollment if the application is not completed at all. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy, a K4-12, 2x independent charter school in Beloit, Wisconsin.

Charter schools often inspire a plethora of myths. While there are of course myths created by charter school opponents, most often they arise as a result of a lack of understanding. People just are not familiar with public charter schools and how they work. As such, I will occasionally use this blog to tackle the myths that we hear circulating. I am going to start with special education. Myth: Charter Schools do not serve children with special education needs. This myth is a frequent flyer on social media and in charter school debates and is one of the most common conversations I have with parents of potential scholars. Often, they have heard from someone that charter schools expel children after the formal pupil counts and do not serve children with Individual Education Plans (commonly referred to as IEP’s). Let’s set the record straight. The Lincoln Academy is a 2x independent charter school. As defined by Wisconsin Statutes, charter schools are public schools, and an independent charter school is a Local Education Agency (LEA). As an LEA, independent charter schools are legally required to provide a free and appropriate education to all enrolled students. Independent public charter schools are legally required to accept all children (limited only by the number of seats available and state of Wisconsin residency) and are legally required to meet the educational needs of all enrolled children. In other words, independent charter schools are not legally allowed to exit a child based on the need for special education services. At The Lincoln Academy we, in fact, welcome scholars with special needs. I have seen and heard various local rumors and data points. For example, ‘all students who left an independent charter school and returned to the Beloit School District had an IEP’, or ‘the charter school expelled (dozens of) scholars the day after the pupil count (suggesting it was because they had special education needs). Neither of these are true. In fact, the data tells a very different story. The Lincoln Academy enrolled a total of 71 scholars in 2021-22 who had IEP’s. Sixty-three or 89% of those scholars remain at the school. Those who withdrew did so based solely on the expressed interests and needs of the parent, family and scholar. On the 2022-23 Third Friday Count, 61 scholars with an IEP were enrolled representing 12% of all scholars. As of the end of the first quarter of this school year, 66 special education scholars are enrolled representing 13% of all scholars. To date in 2022-23, zero scholars with an IEP have withdrawn. We have a robust and committed team of special education teachers and educational assistants who work closely with our educational team, our scholars and their parents to ensure the needs of all our scholars are met. It is true this is hard work. It is also true that state and federal funding does not cover the full cost of meeting the special education needs of scholars. Nonetheless, we intend to ensure they will be well served. While I cannot speak for the decisions made in every school (or charter school), I can tell you that in my more than 30 years of urban education I have yet to see a child removed or expelled because of their learning needs. Trusting that experience, I would simply ask that when you hear such a statement presented, make sure you have reliable data from reliable sources. This will ultimately ensure we do what is best for our children. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy in Beloit, Wisconsin.

School report card season is upon us. As part of the state accountability system, the Wisconsin Department of Public Instruction (DPI) produces a report card for every publicly funded school and district in the state. As this is The Lincoln Academy’s first year receiving a report card, I thought it might be helpful to review the state report card process and how TLA fits into it all. School Report Card Basics Report cards are issued annually for the previous school year. They include data on multiple indicators for multiple years across four different priority areas: Achievement Growth Target Group Outcomes On-Track to Graduation Evaluation of the indicator data results in a school or district’s overall accountability score. This score places the school/district into one of five overall accountability rating categories: Alternate Accountability As part of the report card accountability system, DPI has an alternate accountability process for schools that do not have the data necessary to calculate a school report card score. Schools that fall into this process include those that have fewer than 20 full academic year students in tested grades in the current year, schools with no tested grades (K4-2 schools) and NEW schools (first three years). The Lincoln Academy, as a new school/district, is participating in the alternate accountability process for the 2021-2022 school year. As a result, our report card looks a bit different than a report card for a more established school/district. It lists an alternate rating instead of one of the standard rating categories outlined above and contains no prior year data. You can access our report card here by selecting The Lincoln Academy as the District. How Alternate Accountability Works for New Schools Alternate accountability is a DPI prescribed, district-supervised self-evaluation process. The school/district assesses performance in three priority areas that align with both school report cards and accountability requirements from the US Department of Education: Raising Student Achievement in Reading Raising Student Achievement in Mathematics Preparing Students to be On-Track for Success New schools that do not have data from a prior year select an indicator that can gauge student progress from fall to spring. A data indicator related to attendance or graduation may be used to assess preparing students to be on-track for success. Evaluation of the selected data indicators determine an overall alternate rating score of either Satisfactory Progress or Needs Improvement. TLA's Report Card Alternate Accountability Rating TLA utilized data associated with Wisconsin Student Assessment System test results (Forward exam, ACT Aspire) as an indicator of scholar achievement in reading and mathematics for 6-9th grade scholars. TLA also used NWEA MAP data from fall to spring as an indicator of meeting scholar growth goals. For example: Attendance data was the indicator used to assess preparing students to be on-track for success. The TLA scholar attendance average was 94.2% for the 2021-22 school year. TLA’s overall Alternate Accountability Rating for 2021-2022 was determined to be Satisfactory Progress. A Few Notes About the Data Special Education and English Learner counts were measured as a point-in-time in the fall. At year-end, those figures were 11% Special Education and 15% English Learner. This year, fall 2022, they are 12% and 23% respectively. We are particularly pleased with progress with respect to our K5-2 and 6-9 NWEA MAP results. Our goal was to achieve class growth targets of at least 110% and ensure at least 50% of scholars met their individual growth goals. TLA results from fall to spring indicated 146% class growth in math and 116% class growth in reading. Additionally, 73% of scholars met their individual math goals and 58% of scholars met their individual reading goals. Moving Forward While NWEA MAP and Forward data showed progress, in reviewing Forward exam data, we recognize our scholars still have room for growth. There is significant work ahead, however, when comparing these scores to local districts and the state, TLA is showing great promise. As we move into the second quarter of this school year focused on new learning and growth, I remain committed to ensuring the TLA scholar-body continues to be a reflection of the Beloit community and that scholars are achieving at grade-level within three years of enrollment. I stand firm in holding us accountable to those commitments and will continue to work hard to communicate about the work our scholars, families and staff are undertaking in our school community to achieve these goals. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy in Beloit, Wisconsin.

At TLA, we believe education should open doors. Career and Technical Education (CTE), alongside our STEAM (Science, Technology, Engineering, Art, Math) programming, are important ways we help prepare scholars for futures filled with opportunities and choices. CTE and STEAM at TLA is not about steering scholars toward a single outcome. It is about giving them meaningful, hands-on experiences that help them discover interests, build confidence, and envision themselves in careers they may not have previously considered. As we move forward with intentional expansion of our school campus, our focus is clear: to bring more of these opportunities to more children. Purpose-Built Labs That Drive Real-World Learning TLA’s learning environments are designed to reflect how knowledge is applied beyond the classroom. Our labs serve as hubs for exploration, innovation, creativity, and problem-solving. Our lab spaces are designed for science, construction, fabrication, healthcare, computer science, gaming design, 2D and 3D art, engineering, music, media production, Fine Arts, and culinary arts. Scholars engage in hands-on projects that mirror real-world challenges. They problem solve, design, build, test, revise, and collaborate. This helps them develop both technical skills and the professional habits that matter in any field. These programs reinforce that innovation happens at the intersection of creativity and technical skill. Whether scholars are writing code, composing music, welding, producing digital media, or creating original artwork - they are learning how ideas become impactful. As TLA expands, we are intentionally planning for additional lab spaces that will allow us to increase access, enhance programming, and serve more scholars with more of these specialized learning experiences. Career Pathways Designed for Exploration and Growth TLA’s career pathways are introduced to our youngest scholars at the K4 level and are integrated into classroom curriculum across every grade band. Scholars gain exposure to a range of industries and career possibilities while continuing to build a strong academic foundation. This allows them to explore interests, identify strengths, and develop skills that translate across careers - providing them with experiences that inform their decisions about life after graduation. Meaningful partnerships are a critical component of our CTE and STEAM programming. Collaborations with over 170 local businesses and organizations in the region help ensure our scholars are learning in ways that connect directly to real careers and real opportunities. These partnerships provide exposure to other working professionals and introduce scholars to other career pathways and expectations beyond the classroom. As we expand, we are intentionally strengthening and growing our partnerships to increase opportunities for career exploration, mentorship, and applied learning. Educators Who Make the Difference Behind every lab, pathway, and partnership are educators who bring this vision to life. TLA’s team of CTE and STEAM teaching specialists bring expertise, creativity, and deep commitment to scholar success. Many draw from industry experience or specialized training, allowing them to connect instruction to real-world applications and future-focused skills. They serve not only as instructors, but as mentors—helping scholars navigate challenges, take risks, and see their own potential more clearly. Building Futures Filled with Choice The most powerful outcome of CTE and STEAM at The Lincoln Academy is perspective. When scholars are exposed to a wide range of hands-on learning opportunities, they begin to imagine futures they may not have previously seen for themselves. They graduate with more than knowledge. They leave with confidence, clarity, and the understanding that they have options for their future. As The Lincoln Academy continues to grow, our commitment remains to expand access, deepen learning, and ensure every scholar has the opportunity to pursue a happy, choice-filled life.

At The Lincoln Academy, Academic Rigor is not a slogan—it is a daily commitment. It is reflected in the expectations we set for our scholars, the instructional practices our staff uses, and the systems we put in place to measure progress and growth. Most importantly, it is reflected in our results. As we approach the open enrollment time period for the 2026–2027 school year, I want to take a moment to share what our most recent academic data tells us about learning at TLA—and why it matters for both current and prospective families. Measuring What Matters: Scholar Growth and Progress One of the ways we ensure strong Academic Rigor is through intentional, consistent assessment that informs instruction. This year, scholars in grades K5–11 participated in Northwest Evaluation Association (NWEA) MAP testing in reading and math. MAP testing allows us to monitor individual scholar growth, set personalized learning goals, and create targeted instructional plans through tools like IXL and ACT-aligned skill pathways. Each scholar’s progress is measured against their own performance over time, not just a single benchmark. Our schoolwide goals are ambitious by design: A minimum of 50% of scholars in each grade meeting their individual growth targets 130% of average grade-level growth, placing scholars on track to make more than a year of academic progress in a single school year. These targets reflect our belief that every scholar—regardless of their starting point—deserves instruction that pushes them forward. A Broader Picture: Wisconsin DPI School Report Card While MAP assessments help us understand individual progress, the Wisconsin Department of Public Instruction (DPI) School Report Card provides a broader view of school performance across multiple measures. For the 2024–25 school year, The Lincoln Academy earned a 4-star rating, “Exceeds Expectations.” This rating reflects performance across four key priority areas: Achievement (state assessment performance) Growth (year-to-year scholar progress) Target Group Outcomes (outcomes for scholars with the lowest test scores) On-Track to Graduation TLA’s results tell an important story: Our overall Achievement score increased by  8.4 points Target Group Outcomes improved by 10 points We surpassed the state average in growth for both  ELA and Math Every  scholar group—across race, economic status, English Learner status, and disability status—outperformed the state growth average. Our growth score was higher than 85%  of Wisconsin K–12 schools 53%  of our 3rd grade scholars are reading at grade level, exceeding the state average These outcomes matter because they show that strong Academic Rigor and scholar support can—and should—go hand in hand. Accountability That Confirms Our Direction Academic Rigor also means accountability. This year, TLA received a full five-year charter renewal from the University of Wisconsin Office of Educational Opportunity, earning a 100% cumulative score on the Performance Framework. This renewal affirms that our instructional model, school culture, and operational practices are working. It reinforces our belief that when high expectations are paired with strong relationships, intentional instruction, and mission-driven educators, scholars thrive. Why This Matters for Families For families considering TLA, these results offer reassurance—and opportunity. They reflect a school that: Values scholar growth as well as achievement Uses data thoughtfully to guide instruction Holds itself accountable to high standards Prepares scholars academically while integrating Character Development and Career Exploration We are proud of the progress reflected in our data, but we also see it as a foundation—not a finish line. Continuous improvement is central to who we are. Open Enrollment: February 1–28, 2026 Open enrollment for new K4–12 scholars runs February 1–28, 2026. TLA is a tuition-free public school, open to all Wisconsin families. There is no cost to attend, and enrollment is open to any family with a Wisconsin home address. If applications exceed available seats, a public, random lottery will be held in March 2026. As a school community, we are energized by what our data tells us—and even more excited about what lies ahead. Academic Rigor at TLA is about believing in what is possible for every scholar and doing the work, every day, to make it a reality.

Every month at The Lincoln Academy, we shine a spotlight on a character virtue that reflects the kind of people we strive to become. Gratitude is our focus this month. It is more than a word we teach. It is a way of seeing the world; an appreciation that becomes the foundation for a happy and choice-filled life. Gratitude has a special relevance here in Beloit. This community has opened its doors and its hearts to our scholars and team. The Lincoln Academy would not exist without the courage and support of Beloit families who wanted something more for their children’s futures. Their advocacy helped shape every brick and beam of this school. For that, I am deeply grateful. Before the first shovel went into the ground, we spent countless hours listening to parents, grandparents, business leaders, educators, and neighbors. I remember those conversations well - asking a simple but profound question: “What do you want for your children’s future?” The answers guided our vision and continue to guide us today. Families asked for high expectations, strong academics, career readiness, and a culture where every child is safe, heard, and valued. They asked for a school that reflects the strength and aspirations of Beloit. TLA was built to honor that request. Gratitude calls us to remember where we came from. It also pushes us forward with purpose. Every day, I have the privilege of seeing scholars walk into school with dreams that stretch far beyond our walls. Some picture themselves in healthcare roles, providing compassionate care in our local hospitals and clinics. Others are fascinated by engineering, manufacturing, or construction and can already imagine the buildings and products they might one day design. Many scholars are drawn to the arts and communication—storytellers, designers, and creators who see the world through a lens of expression and innovation, eager to inspire others through their work. Some are drawn to public service, inspired by mentors from NJROTC, government agencies, and service organizations that invest in their growth. These visions are not abstract. They are rooted in opportunities made possible by the partnerships throughout Beloit. Our scholars learn in state-of-the-art labs because industry leaders believed in them. They explore hands-on pathways because local businesses open their doors and their wisdom. They discover what community leadership looks like by working alongside nonprofits and civic organizations that show them where their strengths can make a difference. We are grateful for every internship, every guest speaker, every mentor who chooses to invest time in a scholar’s curiosity. These relationships spark joy and build confidence. They help each scholar see that their future is not only possible; it is promising. Gratitude often begins with a simple thank you, yet it becomes powerful when it leads to action. At TLA, gratitude shows up in the way we support our scholars as they push through challenges. It shows up in their joy as they celebrate each other’s achievements. It shows up in the trust families place in us, day after day, filled with hope for what their children can become. Our gratitude for Beloit is active and ongoing. We remain committed to listening, learning, and evolving in collaboration with our community. When our scholars experience gratitude, they understand that they are connected to something larger than themselves. They recognize the people who are cheering for them, supporting them, and opening doors for them. They develop a deep sense of belonging, pride, and responsibility to give back. This is how gratitude becomes a cycle of generosity. I see that cycle already in motion. Scholars mentor younger classmates. Families volunteer and strengthen our culture of joy. Alumni return to share advice about the next steps in life and learning. Our partners celebrate our milestones as if they were their own. That spirit is what sets Beloit apart. Gratitude is not just spoken here. It is lived. As we celebrate this month’s character virtue, I invite all of us: scholars, families, partners, and neighbors, to take a moment and reflect. What are we grateful for? Who has helped us get to where we are today? How can we show appreciation in a way that encourages someone else to dream bigger? Thank you for trusting us with your children. Thank you for believing in the power of education to strengthen an entire community. Thank you for continuing to be part of our story. The Lincoln Academy is proud to call Beloit home, and we are grateful for everything this community has done to ensure our scholars are prepared for a bright and impactful future. Together, we look ahead with optimism, guided by a shared vision that every child deserves the opportunity to lead a happy and choice-filled life. The best is still ahead, and we are grateful to be creating it with you.

When families first hear the words “charter school,” it can sound complicated. But at its heart, a charter school is simply a public school — free and open to all — that’s given more flexibility to teach in ways that work best for children. Charter schools operate under a performance-based contract, or “charter,” that grants them autonomy in exchange for accountability. Key features include: Flexibility in curriculum design, staffing, and scheduling. Accountability for academic outcomes, typically measured by state assessments and contract renewals. Innovation in addressing community needs, whether through specialized programming or unique school cultures. Accessibility for all scholars, since charter schools cannot charge tuition or impose admissions criteria. Wisconsin’s charter schools have been instrumental in creating opportunities for youth across the state. According to the Wisconsin Department of Public Instruction, more than 200 charter schools operate statewide, serving tens of thousands of children. These schools: Offer options for families dissatisfied with the one-size-fits-all approach. Create healthy competition that can inspire improvement across all public schools. Serve as laboratories of innovation, piloting strategies that can later be adopted more broadly. That’s what makes the charter school model powerful. Families get choices. Educators get flexibility. And communities get schools that are focused on scholar success above all else . In Wisconsin, this model has opened doors for educators and communities to reimagine what education can look like. How TLA Demonstrates the Promise of Charter Schools The big difference is this: charter schools are given more flexibility in how they teach, schedule, and design programs. That allows for innovation. But — and this is important — they are held accountable for the results. If a charter school doesn’t deliver, the charter can be revoked. That balance of freedom and accountability is what allows schools like TLA to thrive. Not all charter schools thrive, and accountability is key to ensuring that families truly benefit from choice. TLA stands as proof that when charter schools are well-designed, community-rooted, and mission-driven, they can set a new standard for public education. Charter renewal depends on academic results, financial responsibility, and organizational success. This performance-driven model ensures that every decision is made with scholar outcomes in mind. Community Partnerships Many of the opportunities for TLA scholars come from community partnerships. Businesses in Beloit and across Rock County have rallied to support The Lincoln Academy through mentorships, internships, and financial contributions. Local colleges collaborate to provide dual-enrollment opportunities and on-site college courses. Nonprofits engage to provide wraparound services. Collaboration with local businesses, higher education, and nonprofit organizations ensures that scholars are prepared not just for graduation, but for life beyond high school. The Lincoln Academy’s Story We opened in 2021 with a vision that every child, no matter their zip code, could graduate ready for college, career, and life. Fast-forward a few years, and we’re now serving more than 700 scholars in grades K4-12. We’ve grown so much that we have a waitlist of more than 175 families who want to join our community. That kind of demand tells us something: Families want a school that offers both academic rigor and joy; a place where scholars are challenged academically and also celebrated for who they are. Since opening, TLA has demonstrated consistent growth in academic performance. By setting high expectations and providing the scaffolding scholars need, TLA scholars have shown measurable progress on standardized tests and internal benchmarks. TLA’s culture emphasizes mastery of core subjects while integrating STEAM, literacy, and character education. Seeing Growth in Action Our scholars, like many across the state, came to us facing challenges. Many were below grade level. But here’s what’s exciting: When we focus on the right supports, scholars grow — and fast. Our latest academic performance data shows that scholars have been consistently meeting - and exceeding - state level requirements for reading and math proficiency. That’s the promise of what’s possible when children are given high expectations, strong instruction, and an educational environment that believes in them.  More Than Test Scores Of course, learning at TLA is about so much more than just numbers. We’ve built a school culture where scholars feel safe, respected, and joyful. Every day, they are reminded that they belong here. Families tell us all the time that their children love coming to school — and that’s no small thing. The school has built an environment where diversity is celebrated, relationships are prioritized, and scholars are respected as individuals. Daily routines, school-wide celebrations, and character education ensure that social-emotional learning is as important as academic rigor. We’re also making sure our scholars can see the future ahead of them. Starting in kindergarten, they meet local professionals, visit workplaces, and start to imagine the careers they might want to pursue. By middle and high school, that vision becomes even more real: TLA scholars work with Xello, an online career readiness program. This past school year, 100% of 8th Grade scholars created and presented an Individual Learning Plan for their career pathway. Scholars attend career panels, complete job shadows, Internships, and Youth Apprenticeship opportunities in the community. Last year alone, scholars worked more than 20,300 hours at 45 different work sites, and earned 39 industry recognized certifications. We offered nine dual-credit college courses last year, as well as Start College Now and Early College Credit Programs, so high schoolers can get a head start. Together, our scholars completed 3,250 service learning hours in the community. Our graduation rate for the 2024-2025 school year was 100% . And we’ve built 175+ local business partnerships, giving scholars internships, mentorships, and real-world experience. These aren’t just activities — they’re opportunities that help children believe in their own potential. We have made a promise to every TLA graduate that they will enroll in college, enlist in the military, or have developed skills to be employable in the workforce right after graduation. Why This Matters for Families Charter schools like TLA exist to give families choices. Some families choose their neighborhood public school. Others choose a private school or other form of education. And many choose charter schools like ours because they want something that blends the best of both worlds; the accessibility of public education with the innovation of a school built from the ground up. At TLA, our families see results. Results look like TLA scholars making up ground in academics, discovering passions through career exploration, receiving character development instruction, and growing into confident young people. Looking Ahead We know there’s more work to do. Many of our scholars still face barriers, and achievement gaps don’t close overnight. But the progress we’ve seen so far — and the momentum we feel — tells us that we’re on the right path. We’ll keep raising the bar. We’ll keep strengthening partnerships. And most of all, we’ll keep believing in every child who walks through our doors. Final Word Charter schools in Wisconsin were created to bring innovation and accountability to public education. At TLA, we’re living proof that the model works — and that when a community unites around its children, amazing things happen. To the families who’ve entrusted us with your scholars: thank you. You are the reason we do this work. The future is bright — because our scholars are the future.