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.

Given current discussions regarding State education spending and local school budgets, I thought it would be helpful to offer some answers and perspectives regarding charter school funding. I will try to keep it simple but apologize in advance – one take away – school funding is incredibly complicated (an unfortunate fact for taxpayers). First to set the stage, The Lincoln Academy (TLA) is an Independent Public Charter School (2x), authorized by the UW Office of Educational Opportunity (OEO). 2x schools were enabled by statute in 2015 (S. 118.40). 2x schools can be authorized by the OEO, any UW Chancellor, any Technical College District Board, the college of Menominee Nation, Lac Courte Oreilles Ojibwa Community College and the Waukesha County Executive. TLA was the first 2x authorized outside the City of Madison and is now one of twelve, 2x schools in WI. There are four types of charter schools in WI – Instrumentality, Non-Instrumentality, 2r Independent Charter Schools and 2x Independent Charter Schools. Each of these is funded differently. For simplicity's sake, I will limit our funding discussion to TLA and 2x schools. Funding for Independent Charter Schools (2x) 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) reduces the aid to those districts in the amount equal to the charter school payment ($9,264 for 2022-23); the resident school district is allowed to retain the remainder of their per member revenue. Revenue limits vary from one district to the next so the amount that may be retained will vary based on the home district of the student. How does this impact the Beloit School District? Based on the TLA 2022-23 September count we estimate serving 451 FTE scholars who are residents of the Beloit School District. Step 1. The Beloit School District will count these scholars for revenue limit purposes. 451 x $10,039 (DPI published revenue limit worksheet for 2022-23) = $4,527,589. Step 2. DPI will calculate the charter school per pupil payment. 451 x $9,264 (Independent Charter School Payment) = $4,178,064. Step 3. DPI will send an amount equal to the charter school per pupil calculation to TLA (2x schools) in quarterly payments. The amount may be adjusted based on the January count; unlike traditional districts, independent charter schools only receive funding for actual scholars in seats. Step 4. The resident district is allowed to retain the difference between the revenue limit calculation and the charter payment. In this example, the Beloit School District would retain $349,525 for scholars they do not serve. Note: Revenue limits vary from one year to the next so this should be read as an example. Does TLA receive funding from the District? TLA is funded directly by the Department of Public Instruction and does not receive any funding from the Beloit School District (or any other any traditional school district). While the resident district includes a charter school expense in their budget documents, there is no financial relationship with TLA and they have no financial or educational responsibility to serve 2x scholars. We do understand this creates confusion for taxpayers. Does TLA receive other sources of public funding? TLA is eligible to receive some federal funding for serving low-income and English language learners. We also receive special education funding, though similar to traditional districts, special education funding is not sufficient to cover those costs. The total budgeted for these sources in 2022-23 is $244,443. This is an estimate and may vary. School Districts often receive a number of other ‘categorical’ aids and grants that are not factored into the revenue limit, including per pupil aid of $742 per member (2022-23). 2x schools do not receive per pupil aid and are not consistently eligible for other aids and grants. TLA was awarded a competitive charter school implementation grant from DPI in the amount of $750,625. These are one-time funds for start-up expenses during the first 4 years of operation. TLA is projected to receive a total of $1,608,845 in covid stimulus funds. These are one-time funds and must be used by September of 2024. What is the annual budget for TLA? The board approved budget for 2022-23 is $8,214,211. This equates to $15,676 per scholar. As we continue to add scholars, we project that figure will decrease and stabilize between $13,000 and $14,000/year. Does public funding cover the cost of your operations? Public charter schools, including TLA, annually raise contributions to cover the difference between public funding and actual costs. How does your income and expense compare with other school districts? Interested taxpayers can visit the DPI website for information about district revenues and costs. Unfortunately, the most recently available data is for 2020. School Financial Services Data Warehouse (wi.gov) One final note. The school funding formula results in the unfortunate reality that children from one school to the next are treated differently in terms of the level to which the public supports their education. Even if we isolate the discussion to traditional districts the range is vast; the low-revenue limit is $10,000 and the revenue limit for some districts is as high as $22,000 per student. Unfortunately, charter and choice students are valued even lower. In my mind this is something worthy of ongoing public discussion. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy in Beloit, Wisconsin.

It is the start of a new school year and I am so excited to feel the energy that comes from having our scholars and families back at The Lincoln Academy bringing the joy and focused on new academic growth, hands-on career exploration and continuing to build a strong community. As we push forward into year two, it feels like a good time to reflect on what we were able to accomplish for our founding year and how that experience guides us in this new school year. The Building Blocks We built a new facility from the ground up, hired over 70 staff and enrolled over 400 scholars in a brand new K-12 charter school within a year - all in the middle of a national pandemic in a community unfamiliar with charter schools. We like a good challenge at TLA and we simply could not have done it without the incredible support we received from the Beloit community! Accomplishments & Activities In our first year, and with the guidance of our talented Governing Board and our dedicated staff, The Lincoln Academy team maintained the vision of putting children first in every decision made and showed what is possible for all children. Our three pillars of academic rigor, character development and career exploration came to life and the vision for TLA became reality. During our founding year: Scholars achieved strong academic growth as evidenced by Spring MAP results 673 Character Awards were received by scholars 98% of K5-2 and 6-9 grade scholars completed Xello career curriculum lessons 100% of scholars in 8th grade presented their Individualized Learning Plan Two dual credit and 130+business partnerships supported career exploration 1300 Service Learning hours were logged by scholars Parent and scholar feedback indicated strong satisfaction related to learning, friendships and safety Opportunities for career exploration also received high marks from both parents and middle/high school scholars. Ensuring scholars lead a happy, choice-filled life is at the center of all we do. To learn in more detail about The Lincoln Academy's founding year scholars, activities and survey feedback, I encourage you to take a look at our 2021-2022 Year in Review. The Work Continues Experience from the past year guides us as we continue to strive for excellence. We have work to do in all three pillars as well as focusing on communication and connectivity of staff, families and scholars. We will continue to push ourselves in these areas and to always be our best in serving the Beloit community and making The Lincoln Academy the premier school in the state for our scholars. I know we also still have some work to do to help our community continue to develop an accurate understanding of charter schools. Like everything else in life, we are not all the same and that can create some confusion. In my next post, I hope to clarify some of the confusion and provide information that helps foster greater understanding of charter schools. Dr. Kristi Cole is the Chief Education Officer at The Lincoln Academy in Beloit, Wisconsin.