Meeting+Notes

=Meeting Notes=

= December 1st, 2010 = ** OPENING ** **I.** **WELCOME** ** A General Questions/Concerns ** ** B. Announcements ** ** C. Agenda Overview/Adjustment **

** INFORMATION SHARING ** **II.** **UPDATE ON WORTHINGTON CREDIT FLEXIBIBLITY** ** A. ****TWHS - There is a History teacher doing Economics as an independent study with 3-4 students. There are a few students doing online work with other institutions. There are 30-40 students in e-school. No one is doing the Physical Education Option this year. **

** B. ****WKHS - Somewhat of a “hybrid with a hybrid” with Senior Project. One student is doing an internship with Goodwill. Not much change in update since October meeting. The Speech matching credit flexibility for 1 student is going well. **

** C. ****Linworth - One student doing an online option. **

** DISCUSSION AND DECISION ** **III.** **QUESTION AND ANSWER SESSION**

1. For the test-out option, we (not the law) have said that the test(s) cannot exceed two hours. That decision rests on a faulty premise that final exams cover everything taught in courses; in other words that tests contain information from all units of study. The fact is that many teachers provide unit tests throughout the course with final exams serving as meaningful culminating experiences. Even the state is indicating its intention of moving to standardized quarterly tests, recognizing that one test is not sufficient to determine a student's level of learning. So here's the question: Can a test-out option include both unit tests (taken by students over a reasonable period of time) and a final exam of two hours?

a. Can students "test-out" of just one semester of a full year course? b. Can our "test-out" option be two separate semester exams? i.e. a "test" for 1st semester and another for 2nd semester? or do we need to have one test to cover the entire year? Another way of looking at this question is this: How many tests do we need to prepare for each year long course? 1 - just a year long test, 2 - just 2 semester tests, or 3 - both semester tests and a year long test. c. What do we need to provide to students prior to opting for a "test-out" option? i.e. review materials, books, etc. d. If a student fails the test, can they retake the test? When?

** 4 hours for the total assessment = 1 credit ** ** 2 hours for the total assessment = 0.5 credit ** ** Materials and resources = provide a test “blueprint” (areas of questions and district indicators) + a list of resources **

** May retake the test at the next testing opportunity. All grades go on the transcript. **

2. Do we want to go down the slippery slope of saying that the minimum percent for demonstration of mastery is 60%? It's true that students can pass a course with 60% but is the intent of credit flex to encourage minimum demonstration of mastery? Isn't the goal of education to increase mastery and the goal of credit flex for students to demonstrate mastery in a subject for which they can already show competency? How can 60% show competency? We urge the committee to recommend a demonstration of mastery at 80% because we think that serves both students and the intent of the law. - ** Minimum level of proficiency is 60%. **

3. Can special education students test out of courses that are modified? Is that really the intent of the law? - ** This is an IEP decision. **

4. Can WEC arrange for subs so building faculty for each department can thoughtfully agree on the option for the same courses and achieve consistency in tests and performances/products. Social studies and science have already begun this process; English may bring together dept. chairs. This question could be moot by Dec. 1 because teacher-leaders are arranging these meetings. - ** In progress. Already being done. **

5. Since we can now list on transcripts AP courses for which students score a three or higher on AP tests, can we establish the following grade designations for those students who did not have the seat time: 3 is a B; 4 or 5 is an A? There's nothing in the law or in National College Board regs that addresses this one, so the decision is ours. - ** Ok. **

6. Is it logical to develop one of the three demonstration of mastery options for the Developmental Reading or other remedial courses? What about ESL? Does credit flex negate the laws about when students can exit ESL? Currently they must score a level of 4 on the OTELA, which is only administered one time per year and the scores are not returned until May. Of course OTELA does not test for course content. - ** No. Students are not proficient through the test. **

7. How can we require courses including yearbook, journalism, theatre rep, advanced com tech, mentorship, among others, to offer one of the three demonstration of mastery options? How can a student test-out, test/perform or perform only thirteen issues of a school newspaper or a year-long process of producing a yearbook or weekly newscasts or a theatre production? - ** No. These are already a type of Educational Option course. Testing out (Demonstration of Mastery) doesn’t apply as this doesn’t fall under a course a student would apply for. **

8. Since there is no standard performance requirement for passing Wellness for Life courses, how can there be any option for demonstration of mastery? We don't require every student to do a minimum number of pushups, run the mile under a certain time, bench press a minimum amount of weight, make 6 out of 10 free throws, or throw a football through a tire at a certain percentage in order to pass the class. The performance part of the grade is based on participation, cooperation, improvement, and effort over the length of the course. The passing standard varies from individual to individual based on the skill set and fitness level they bring with them into the course, so students at varying levels of fitness can all earn A's. Again, how do we design one of the demonstration of mastery options to measure mastery, essentially a one-size-fits-all demonstration? - ** Yes. The Ohio Department of Education website has information on Physical Education testing out. We will bring in Physical Education teachers to work through this. **

9. Why would we offer demonstration of mastery options for students who have met graduation requirements? - ** Required to do so. **

10. Are colleges required to offer demonstration of mastery options for PSEO students? - ** No. **

** 11. **With the district accepting ODE's interpretation that all courses must offer a demonstration of mastery option, which is a change from last spring, does that mean our original date of readiness, June 15, is now August 15? And who is responsible for administering these options during those times? - ** Change to three (3) testing periods: August (notify by June 15), January (notify by January 15), and June (notify by April 15). Need more discussion on who is responsible **

**12.** Is credit flexibility available for summer school? - ** Jennifer will move forward on a small scale with some (3 or so) online courses to look at level of success. This will be consider credit flexibility (Educational Option), and students will follow the process for credit flexibility. **

<span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">**IV.** **NEEDED CLARIFICATIONS** ** Middle School - Clarify in the plan that credit flexibility is only available to middle school students that are taking high school credit classes in the middle school. **

** Who is responsible for credit flexibility at the middle school level? Does a middle school student go through the credit flexibility process? **

** Acceleration vs. Credit Flexibility - Math and Foreign Language only. Must be accelerated to obtain credit. Must be accepted/enrolled in a high school credit class. **

** Can apply for credit flexibility in the course he/she “jumped” over. **

** Summer School - Are we providing credit flexibility for Summer School? Jennifer will move forward on a small scale with some (3 or so) online courses to look at level of success. This will be consider credit flexibility (Educational Option), and students will follow the process for credit flexibility. **

** DIALOGUE AND DISCUSSION ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">**V.** **TEST OUT AND TEST OUT PLUS OPTION** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1.25in; tabstops: list 1.25in; text-indent: -0.25in;">**A.** **Update** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1.25in; tabstops: list 1.25in; text-indent: -0.25in;">**B.** **Questions** ** Covered in previous questions. **

** CLOSING ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">**VI.** **NEXT STEPS – FOR THE FEBRUARY 1, 2011, MEETING ** q ** Each school (Linworth/TWHS/WKHS) will bring specifics regarding students on credit flexibility to the next meeting (student name; course; type/option of credit flexibility; teacher of record) ** q ** Each school (Linworth/TWHS/WKHS) will share results gathered for the Test Out Option on each course (Will it be Test, Test + Performance, Performance) ** q ** Jim, David, and Kathy will share their findings on the purchase of tests ** q ** Firm up test out dates and teacher/proctor responsibilities ** q ** Review “1 page guidelines” for Course Proficiency and Educational Options – similar to Hilliard ** q ** Conversation about transfer credits for online and correspondence courses fall under Worthington Credit Flexibility ** q ** Conversation about How can we equitably deal with the requirement of credit flexibility? (fit into paradigm into the current teacher work day) **

=October 26th, 2010= ** OPENING ** ** A General Questions/Concerns ** ** B. Announcements ** ** Jennifer – ASCD presentation CPS has 25 applications ** ** Brian – attend online workshop by Nova Net. It was all about credit recovery. Any accrual school districts doing this; have not heard back ** ** TWHS – same number of Ed. Options as in the past ** ** C. Agenda Overview/Adjustment **
 * 1) ** WELCOME **

** INFORMATION SHARING ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1.5in; tabstops: list 1.5in; text-indent: -0.5in;">**A.** **TWHS** ** Not anymore kids participating in credit flex. than in the past. Using the new document. Application helping folks to think a little more clearly. More discipline to the process. Not much of a change in roles from teachers. Handful of students requesting testing out. Not many questions from teachers. Applications have streamlined procedures. Implementing content in class as expected. Student taking History required course. Most online from other districts is recovery credit (UA, Dublin, Olentangy) ** ** B. WKHS ** ** More credibility and integrity to independent study process. 25-30 students on credit flex. Most are electives. One student taking a required course on credit flex. As more become aware, it will become more popular. One student doing the matching. Speech – comes to class on day doing speech. Great option for him. Doing it so he can take more credits. Teacher has to make sure everything is very clear in handouts. ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1.25in; tabstops: list 1.5in; text-indent: -0.25in;">**C.** **Linworth** ** Numbers probably not up at Linworth. One student looking at early graduation. Year long courses done in a semester online. Not that atypical as in the past. More businesses not having unpaid interns due to the economy. Unpaid interns take someone else’s job. **
 * 1) ** UPDATE ON WORTHINGTON CREDIT FLEXIBIBLITY **

** DISCUSSION AND DECISION ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; tabstops: list 1.0in; text-indent: -0.25in;">**III.** **QUESTION AND ANSWER SESSION** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 2.5in; tabstops: list 1.5in; text-indent: -1.5in;">**A.** **Ballet Met** ** Turned in additional application without any paperwork from Ballet Met. So, it was denied. Parent was upset. Got information from Ballet Met. Who is responsible for picking cooperating teacher. Are we accepting credit or not. HQT issue. Fine arts credit. Need to find a teacher that meets qualifications. 3 credits. 1 credit = Wellness; 1 credit = performance; 1 credit = repertory; need to develop a checklist. Physical Education credit; amount dependent on participation; Theater option; amount dependent on participation; Physical Education credit can be accomplished by electives and credit flexibility; Wellness Level I – GCOS; Wellness II – could be elective. ** ** B. GOAL's program and other independent study courses (like UK) ** ** PSEO, Summer School; do I need to do a credit flex. application for PSEO or GOALS with Delaware Career Center; include data in learning alternative ways but not do the application; capture data but don’t need to do the forms; independent study such as Indiana University, University of Kentucky; how do we track all of these when reporting to the State; 1st page of credit flex. application and revise = tracking form (__Brianna and Jennifer to create__). **

** Can a transfer credit course being taken as credit flexibility and counted as a transfer credit. **

** Need to track all credits students receive through a non-traditional way. Transfer credits don’t fall under credit flexibility. Any credits assigned by Worthington teachers fall under credit flexibility. ** ** C. AP Courses as flex credit ** ** 3 or better on AP exam and takes AP through credit flex. can receive credit. Apply for course. If take and pass and pass AP test with 3 or higher. If not 3 or higher, then credit for course but not AP ** <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1.25in; tabstops: list 1.5in; text-indent: -0.25in;">**D.** ** Can Rosetta Stone can count as a foreign language credit ** ** Test Out and Test Out with Performance ** ** Educational Option ** ** Participation in Rosetta on its own doesn’t ensure credit; can be used as a tool ** ** E. Do teachers have the option to say no to credit flexibility? ** ** Taking students in lieu of having students in class. Depends on the numbers of kids. Teachers telling kids that they don’t want to take them on. Taking away PE option. Be proactive and have some resolution. Right now, not an issue as we don’t have a lot of students in credit flexibility. If we have a test out option available for every class, does this change the discussion? **


 * 1) ** NEEDED CLARIFICATIONS **

** DIALOGUE AND DISCUSSION ** **A.** **Statement from Tom Rutan – ODE** **B.** **Development of Tests** **C.** **Proctoring of Tests** **D.** **Limits on the number of tests/length of the test for a given course**
 * 1) ** TEST OUT AND TEST OUT PLUS OPTION **

** Need to have a Test Out and Test Out Plus Option for every course we offer. Seat time; demonstration of mastery; pursuit of educational options. Tom Rutan – not our decision on how credit flexibility is offered. It is the students’ decision on how they want to pursue a course through credit flexibility. We have to offer a single opportunity for students to test out. Needs to be a test. Provide for demonstration of mastery. When student requests test out, then create test. Need to be ready if a student approaches a teacher. Use Demonstration of Mastery rather than test out. On demand for teachers. More of a department test. Should it be the same between high schools or consistent within department? **

** Demonstration of Mastery – teacher designed ** ** OR ** ** Demonstration of Mastery – student designed **

** Our understanding is that this was to be teacher directed and designed **

** Reviewed Credit Flexibility plans of other districts **

**__ Demonstrating of Mastery for Worthington __** ** Student driven – based on demand ** ** Time period to complete the test out process **

** Traditional (seat to seat) ** ** Mastery of Learning ** ** Educational Option **

**__ MASTERY OF LEARNING __** ** TEST ** ** PERFORMANCE (PORTFOLIO) ** ** TEST + PERFORMANCE (PORTFOLIO) **

** Performance ** § ** Research paper ** § ** Project Based Learning ** § ** Portfolio of Work ** § ** Project ** § ** Portfolio ** § ** Demonstration/presentation **

**__ Ask teachers what of the three options can they do __**

** Need better definition of performance ** ** Test Out needs to be time bound ** ** 2 hour maximum for written test for semester course/4 hour maximum for ** ** year long course ** ** 2 hour maximum for performance task for semester course/4 hour maximum ** ** for year long course **

** Demonstration of Mastery is non-negotiable within a time frame ** ** Educational Option is negotiable ** ** Within _ days of the test or at the same time, the student must present ** ** the performance component **

** Year Course ** ** In preceding year: ** ** Apply – same as in plan ** ** Test – same as in the plan ** ** Semester Course ** ** In preceding year/semester ** ** Apply – same as in the plan ** ** Test – same as in the plan ** ** Year long course – test out a semester at a time if so desired. Can test out for the whole year ** ** Middle school students take the high school test; middle school teacher works with high school department to create the test **

**__ Possibility of purchasing tests __**

** CLOSING ** § ** Every course must have some sort of Demonstration on Mastery Principals communicate to department chairs; department chairs communicate to staff ** § ** Tests can reflect semester or full year courses per student request ** § ** Reasonable limitation of length of assessment (max. 2 hours semester/max. 4 hours year) ** § ** Three types of demonstration of mastery ** ** Test ** ** Test + Performance/Product ** ** Performance/Product ** § ** *Explore purchase of tests (i.e. ACT Quality Core) as test out option ** § ** *Consider modifications to the Credit Flexibility Plan ** § ** *Conversation about transfer credits for online and correspondence courses fall under Worthington Credit Flexibility ** § ** *How can we equitably deal with the requirement of credit flexibility? (fit into paradigm into the current teacher work day) ** § ** *Communicate to faculty our further understanding of obligation to offer/design “Demonstration of Mastery” ** § ** Be prepared for August 2011 ** § ** *Communicate to faculty our further understanding of obligation to offer/design “Demonstration of Mastery” ** § ** Tests - consistency within departments and schools **
 * 1) ** NEXT STEPS/SUMMARY **

** For next meeting: ** § ** Questions and Answers ** § ** Needed Clarifications ** § ** Review Courses and Demonstration of Mastery option ** § ** Update on Purchase of Tests - Jim; Kathy; David ** § ** Consider Modifications to the Credit Flexibility Plan ** § ** Conversation about Transfer Credits for Online and Correspondence Courses - Fall under Worthington Credit Flexibility? **  § ** How Can We Equitably Deal with the Requirement of Credit Flexibility? (fit the paradigm into the current teacher work day) **

** *Next Steps **

=April 1, 2010=

WORTHINGTON SCHOOLS Worthington Credit Flexibility Design Team Meeting Thursday, April 1, 2010, 8:30 a.m. – 2:00 p.m. WKHS

Members present: Brianna Abbott, Jim Gaskill, Brian Geniusz, Mark Glasbrenner, Wayne Harvey, BJ Hwang, Julie Keegan, Michael Kuri, Dave Miller, David Quart, Kathy Scott, Rachel Webb, and Jennifer Wene
 * Jennifer reminded the team about the Ohio Department of Education (ODE) website and Wiki. BalletMet has sent information to Jennifer that she will scan and put on the Wiki.
 * Jim and Dave shared about an OHSSA meeting they went to. Athletic eligibility will be handled much like Post Secondary Options. Everything with credit flexibility should be upfront, clear, and consistent. Credit flexibility is not a right. Students have to fit into criteria including testing out. There will be NO approved list of tests coming from the State of Ohio. Tests are a local decision. The criteria for credit flexibility can’t be more demanding than existing seat time coursework. Everything needs to be spelled out upfront.
 * Brian shared that there is an alarmist attitude by some of the teachers. There is a large degree of misunderstanding surrounding this. Teachers are personally worried and have anxiety about their jobs. A suggestion was to talk with departments individually.
 * Michael shared that middle school students can take Algebra, Geometry, and Foreign Language for high school credit. Middle schools should be the gatekeepers of who is eligible for credit flexibility. Jennifer mentioned that the CORE legislation indicates that middle school students can take Fine Arts and Physical Education for high school credit.
 * Other discussion included Advanced Placement (AP). According to the College Board, you can’t label a course AP on a transcript if it is completed through credit flexibility. Another topic is the “weighting” of courses. Should we “weight” any course; should we “weight” credit flexibility courses.
 * It may be helpful to send teachers the //Credit Flexibility Guidance: General Information – Frequently Asked Questions// handout.
 * It is believed the teachers at TWHS have the background information on credit flexibility; the teachers at WKHS understand it is State law and have questions on how do we do this.
 * Educational Options reporting out
 * <span style="font-family: 'Times New Roman',Times,serif;">Template is in draft form
 * <span style="font-family: 'Times New Roman',Times,serif;">The team is working on what a proposal/contract would look like
 * <span style="font-family: 'Times New Roman',Times,serif;">Questions have come up about teacher compensation and credit flexibility building advisory team compensation
 * <span style="font-family: 'Times New Roman',Times,serif;">Does a building specify one person to be the “advisor” for credit flexibility or do students have a choice
 * <span style="font-family: 'Times New Roman',Times,serif;">Do we manage by using the plan for 2010-2011 and adjust in 2011-2012 as part of the Master Schedule
 * Can the advisor be the same as the teacher of record or can they be different? The answer is “yes” to both of these
 * <span style="font-family: 'Times New Roman',Times,serif;">Options for Earning Credit reporting out - Handout will be posted on the Wiki
 * <span style="font-family: 'Times New Roman',Times,serif;">On-Line reporting out
 * <span style="font-family: 'Times New Roman',Times,serif;">Information is currently on the Wiki
 * <span style="font-family: 'Times New Roman',Times,serif;">At this point, not intended for a student designed course; current district courses
 * <span style="font-family: 'Times New Roman',Times,serif;">Accept other accredited educational institutions
 * <span style="font-family: 'Times New Roman',Times,serif;">The students do the work upfront through a plan/proposal
 * <span style="font-family: 'Times New Roman',Times,serif;">Could the on-line course have a separate name than a current course and not designate it as on-line
 * <span style="font-family: 'Times New Roman',Times,serif;">Create a data base of on-line courses
 * <span style="font-family: 'Times New Roman',Times,serif;">Pre-approval form
 * <span style="font-family: 'Times New Roman',Times,serif;">There needs to be a logistical monitoring/tracking of classes taken on-line (i.e. track by course number)
 * <span style="font-family: 'Times New Roman',Times,serif;">Only offer what we have in our district first
 * Need a definition of what on-line is
 * <span style="font-family: 'Times New Roman',Times,serif;">Mastery
 * <span style="font-family: 'Times New Roman',Times,serif;">Survey to departments
 * <span style="font-family: 'Times New Roman',Times,serif;">Mastery could match what you are doing with seat time classes (content; calendar) such as the North Union example
 * <span style="font-family: 'Times New Roman',Times,serif;">Demonstration (i.e. portfolio) could be included
 * <span style="font-family: 'Times New Roman',Times,serif;">Can we look at this incrementally
 * <span style="font-family: 'Times New Roman',Times,serif;">Could we present the survey during conversational meetings

Next Steps:
 * <span style="font-family: 'Times New Roman',Times,serif;">Wednesday, April 21, 2010 -- Worthington Kilbourne High School
 * <span style="font-family: 'Times New Roman',Times,serif;">Dave Miller, Ed Dunaway, Jennifer Wene, and Mark Glasbrenner will meet with staff in small groups for the entire day
 * <span style="font-family: 'Times New Roman',Times,serif;">Monday, April 26, 2010 -- Thomas Worthington High School
 * <span style="font-family: 'Times New Roman',Times,serif;">Dave Miller, David Quart, Brian Geniusz, Jim Gaskill, Jennifer Wene, and Mark Glasbrenner will meet with staff in small groups for the entire day
 * <span style="font-family: 'Times New Roman',Times,serif;">Wednesday, April 28, 2010 -- Linworth Alternative High School
 * <span style="font-family: 'Times New Roman',Times,serif;">Dave Miller, David Quart, Wayne Harvey, Jennifer Wene, and Mark Glasbrenner will meet with staff from 11:05 a.m. - 11:45 a.m.
 * <span style="font-family: 'Times New Roman',Times,serif;">Monday, May 3, 2010 -- Worthington Credit Flexibility Design Team Meeting 9:00 a.m. - 2:00 p.m. Location to be determined.


 * <span style="font-family: 'Times New Roman',Times,serif;">The intent of the building meetings on April 21, 26, and May 3 is to answer questions regarding Credit Flexibility, gather questions from staff that we don't have answers to right now, and share Demonstration of Mastery survey/feedback form.
 * <span style="font-family: 'Times New Roman',Times,serif;">The intent of the Design Team meeting on May 3rd is to review the first draft of the Worthington Credit Flexibility Plan. In preparation for this meeting, please send me an electronic copy of the work from your team no later than Wednesday, April 28, 2010.

=March 4th, 2010= ==

**//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ODE Web site features new guidance on credit flexibility //** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ODE has posted several resources to help schools develop their credit flexibility plans and will be hosting two webinars in the coming weeks. Both sessions will be recorded and made available online for those who are unable to attend. · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Credit Flexibility and Highly Qualified Teacher Requirements ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wednesday, March 17, 10-11 a.m. · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Credit Flexibility for Gifted and Special Education ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wednesday, March 24, 1-2 p.m. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">To register for webinars, click __ here __ and select the registration link at the bottom of the page. Please submit your registration by clicking the “//Submit by E-mail”// button at the top of the registration form. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Senate Bill 311 requires that school districts, community schools and chartered nonpublic schools adopt a local credit flexibility policy in time for the start of the 2010-2011 school year. The plan enables students to earn units of high school credit based on a demonstration of subject-area competency, instead of, or in combination with, completing hours of classroom instruction. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">To comply with the S.B. 311 requirements, see the Web page for general information on developing a district credit flexibility policy. Guidance documents pertaining to finance issues, highly qualified teacher status, students with disabilities, student eligibility for participation in athletics and other information is available. These documents are designed to provide guidance to school and district leaders on how to implement their credit flexibility policy in ways that better ensure compliance and safeguard critical operations (e.g., state and federal accountability and school funding). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Additional new resources include five case study summaries about early adopters of credit flexibility that can provide ideas for serving students. The essence of credit flexibility is customization for students and for schools, districts and communities. Therefore, these stories demonstrate a diversity of approaches and are not prescriptive. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Access all of ODE’s Credit Flexibility Web information by pointing your cursor to “//SCHOOL OPTIONS”// on any ODE Web page and selecting “//CREDIT FLEXIBILITY//” from the drop-down menu.
 * __From ODE__**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Webinars: **

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