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Charter School Authorizers  \nSeptember 2020  \nThe National Charter School Resource Center (NCSRC) provides technical assistance to Federal grantees and resources supporting charter sector stakeholders working across the charter school life cycle. NCSRC is funded by the U.S. Department of Education and managed by Manhattan Strategy Group in partnership with WestEd.  \nThis report was produced by NCSRC in partnership with lead authors Aimee Evan, Laura Groth, and Hannah Sullivan.  \nSuggested citation: National Charter School Resource Center (2020). Identifying Indicators of Distress in Charter Schools: Part 1 The Role and Perspective of Charter School  \nAuthorizers. Bethesda, MD: Manhattan Strategy Group.  \nThis publication was produced in whole or in part with funds from the U.S. Department of Education under contract number GS10F0201T. The content does not necessarily reflect the position or policy of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the Federal government.  \nTable of Contents  \nKey Terms As Used in This Report ...................................................................................... 1  \nIntroduction ...................................................................................................................... 2  \nIndicators of Distress in Charter Schools .......................................................................... 4  \nLeadership ................................................................................................................................................. 5  \nGoverning Board........................................................................................................................................ 6  \nOperational Capacity ................................................................................................................................ 8  \nFinancial Management .............................................................................................................................. 9  \nTalent ....................................................................................................................................................... 10  \nCulture ...................................................................................................................................................... 11  \nInstruction ................................................................................................................................................ 11  \nDiscussion of the Authorizer’s Role: Starting the Conversation about Struggling Schools in Your Context ................................................................................... 13  \nThe context and role of authorizing is evolving as the field matures, particularly as it relates to school improvement .................................................................................................................13  \nAuthorizers tend to focus on indicators at the upper layer of the stratosphere of a school’s functions......................................................................................................................................16  \nConclusion ........................................................................................................................ 18  \nFor Further Reading ........................................................................................................ 19  \nAppendix A: Methodology ................................................................................................ 20  \nTheoretical Framework: Early Warning Systems ................................................................................... 20  \nData Collection and Analysis ...................................................................................................","cbCailFgQ40Cl284","https://ap.wps.com/l/cbCailFgQ40Cl284","pdf",1844633,32,"English","# Key Terms As Used in This Report\n# Introduction\n# Indicators of Distress in Charter Schools\n## Leadership\n## Governing Board\n## Operational Capacity\n## Financial Management\n## Talent\n## Culture\n## Instruction\n## Discussion of the Authorizer’s Role: Starting the Conversation about Struggling Schools in Your Context\n# Conclusion\n# For Further Reading\n# Appendix A: Methodology\n## Theoretical Framework: Early Warning Systems\n## Data Collection and Analysis\n# Appendix B: Diversity Equity and Inclusion Standards for Education\n# Appendix C: Reflection Questions From This Report\n# Appendix D: References","[{\"question\":\"What is the main focus of Part 1 in this report?\",\"answer\":\"Part 1 focuses on the role and perspective of charter school authorizers in identifying indicators of distress in charter schools.\"},{\"question\":\"How does the report define an early warning system?\",\"answer\":\"An early warning system identifies patterns and characteristics from prior events, tests them locally, determines indicators and thresholds, and then uses them to flag risk scenarios and target interventions efficiently.\"},{\"question\":\"What are key governance and operational areas discussed as part of identifying distress?\",\"answer\":\"The report discusses leadership, governing board structures, operational capacity, financial management, talent, culture, and instruction as areas connected to indicators of distress.\"}]","Identifying Indicators of Distress in Charter Schools - Part 1 - September 2020 Overview | PDF",1792055103,81]