QUARTERLY DCSI MEETING - February 11, 2020
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QUARTERLY DCSI MEETING February 11, 2020
INTRODUCTIONS SLIDO.COM EVENT CODE: 8457
CASE MANAGERS Shannon Allen Jamie Goodwin Cheri Hendrick Chris Lowak Coordinator III Consultant, School Support Consultant, Accountability & Assessment Consultant, School Support 210-370-5481 210-370-5366 210-370-5451 210-370-5499 shannon.allen@esc20.net jamie.goodwin@esc20.net cheri.hendrick@esc20.net chris.lowak@esc20.net Maru Falletich Demetrio Garcia Cheryl Stewart Leadership Consultant Leadership Consultant Leadership Consultant 210-370-5464 210-370-5475 210-370-5396 maru.falletic@esc20.net demetrio.garcia@esc20.net cheryl.stewart@esc20.net Kristyna Brewer Debbie Rosenbaum Sandi Slough Consultant, Instructional Coach Consultant, Instructional Coach Leadership Consultant 210-370-5475 210-370-5368 210-370-5731 kristyna.brewer@esc20.net debbie.rosenbaum@esc20.net Sandra.slough@esc20.net
INTRODUCTIONS
RESOURCES SLIDO.COM EVENT CODE: 8457
ESC-20 RESOURCES School Improvement: bit.ly/ESC20IR DCSI Resources: bit.ly/ESC20DCSI
DISTRICT COORDINATOR FOR SCHOOL IMPROVEMENT SLIDO.COM EVENT CODE: 8457
WORKING TOGETHER IN 2019-20 DCSI AND/OR PRINCIPAL'S SUPERVISOR
Monthly Newsletter: ESF School Improvement Check In This is a Pear Deck Multiple Choice Slide. Click on “Answer Questions” on your screen. Question: What do you think of the Monthly Newsletter for DCSIs? Your options are: A: Valuable - Keep doing it! B: Could take it or leave it -Makes no difference to me if you keep doing it C: It's just another email that I don't have time to read.
DCSI ROLE ● Remove barriers ● Advocate ● Listen ● Reframe ● Focus
Handling the DCSI Role and Responsibilities Problem of Practice Please visit our PADLET BOARD: Please share any problems of practice or concern that you have experienced or are currently experiencing that you would like to share and or discuss with other DCSIs to see if/how others are dealing with similar issues and possibly get some advice or shared resources. *Click on the plus sign on bottom right to add information (not necessary to include your name if you would prefer to stay anonymous.
ESC-20 RESOURCES bit.ly/ESC20ESFPIN
TEA SLIDO.COM EVENT CODE: 8457
DIVISION OF SCHOOL IMPROVEMENT Serving Regions 8, 13, 18, 19, 20 ▪ JoAnne Crompton (Regional Manager) ▪ Colleen Dill ▪ Sandra Rodriguez
IMPORTANT DATES SLIDO.COM EVENT CODE: 8457
ACCOUNTABILITY INTERVENTIONS https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Accountability_Interventions
ACCOUNTABILITY INTERVENTIONS https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Accountability_Interventions Updated 9/6/19 *go directly to TEA’s site for most current information.
In cases where more than one rating applies to a campus, LEAs are required to engage in the more rigorous intervention requirement. 1. State statute requires the development of a targeted improvement plan for campuses with a rating of D in any of the three domains. No statuary requirement exists for campuses with a domain rating of F. 2. TEA will seek an amendment to the state ESSA plan to revise these as distinct intervention requirements in future years. 3. All campuses, regardless of rating, hold a public meeting to discuss performance of the campus and campus performance objectives (TEC §11.253(g)), and the meeting to solicit input on the Targeted Improvement Plan can take place at the same time as this meeting. Intervention and Submission Calendars Use the 2019-2020 Intervention Guidance Tool to assist with determining which intervention and submission calendar to follow for the 2019-2020 monitoring year. Intervention and submission calendars provide more detail about the processes outlined in the table above. Guidance Intervention Timeline Summary for Multiyear Unacceptable Campuses (PDF, 154KB) - NEW 9/6/2019 HB 1842 2019 Ratings Webinar (PPT, 11737KB)- NEW 9/6/2019 ESF Overview Training Requirements (PDF, 165KB) Campus Needs Assessment and Planning Process Guidance (PDF, 338KB) Campus Intervention Matrix (PDF, 87KB) - REVISED 9/4/2019 District Coordinator of School Improvement (DCSI) Job Description (PDF, 106KB) DCSI Attestation Statement (PDF, 165KB) Templates / Tools Campus Targeted Improvement Plan (Excel, 35KB) Campus ESF Self Assessment Tool (Excel, 128KB) Campus Data Reflection Tool (Excel, 45KB) TTIPS Activity Plan (Excel, 111KB) Updated 9/6/19 *go directly to TEA’s site for most current information.
ACCOUNTABILITY INTERVENTIONS https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Accountability_Interventions Current 9/6/19 *go directly to TEA’s site for most current information.
TIP Deadlines and TEA Feedback/Calls First plan submission date was in September - Follow up calls discussed the original submission. First cycle progress submission was due November 30. *This submission should have included plans for Cycle 2. - Follow up calls/emails discuss what progress was through November and things to consider for Cycle 2. Any conversation about Cycle 1 is now purely discussion - no need to make changes to Cycle 1. Advice given for Cycle 2 should be considered to amend Cycle 2 prior to the submission due in February - this is the “live” cycle and can be adjusted as we learn through the process. Second cycle progress submissions are due February 28. *This submission should include plans for Cycle 3. - Follow up calls/emails will discuss what progress was through February and things to consider while you complete Cycle 3. Any conversation about Cycle 2 will then be purely discussion - no need to make changes to Cycle 2. Advice given for Cycle 3 should be considered to amend Cycle 3 prior to the submission due in May - as that cycle will be the “live” cycle and can be adjusted as we continue to learn through the process.
TEA REQUIRED INTERVENTIONS FOR FEBRUARY, 2020 All F and Comprehensive Campuses: Submissions for Cycle 2 Progress AND completed Plan for Cycle 3 is due February 28, 2020.
TURNAROUND PLANS (TAP) F2 Campuses Only: Board approved Turnaround Plan due March 2, 2020! There are 3 submission portals: ○ Turnaround Plan ○ Board Resolutions (Signed by Superintendent and Board President at a minimum; prefer all members) ○ Stakeholder comments
Comprehensive Funding Comprehensive Campuses Only: ▪ The Mid-Year Comprehensive Report deadline is March 13, 2020. ▪ Mid-year Funding Report and training should be posted to the School Improvement website no later than February 10, 2020. (TEA was to send email notification to LEAs). ▪ This year, there is one report per district (instead of one report for every campus) and inside the report is a column for every school. NOTE: The final day to spend funds is July 31, 2020. (All expenditures, services, travel, etc. must be received and in place in the classroom or completed by September 30, 2020.) For questions or assistance, please contact Shannon Allen - shannon.allen@esc20.net
Comprehensive Funding The Comprehensive Funding Report Template can be found on the TEA Accountaiblity Interventions Site, scroll to the bottom for Templates/Tools. https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions /Campus_Accountability_Interventions_and_Guidance *Note - it has been revised since originally posted on 2/7/20. For questions or assistance, please contact Shannon Allen - shannon.allen@esc20.net
ESF Diagnostic Visits SLIDO.COM EVENT CODE: 8457
TIP vs TAP Targeted Improvement Plan vs. Turnaround Plans Year 1 Conducts TIP in Fall Receives ESF Diagnostic in Use the ESF Diagnostics Spring results to plan for awareness and jump starting continuous improvement efforts for the new school year as early as the summer. Year 2 Conducts TIP in Fall Receives ESF Diagnostic in Will use results of Diagnostic Fall to prep the TAP due in Dec/Feb Year 3 Will implement the TAP that was created and approved by the commissioner during YR 2 Implementation will be done through creating a new TIP based on the TAP (Basically, the 1st year plan of the TAP. Year 4 Will implement the TAP that was created and approved by the commissioner during YR 2. Implementation will be done through creating a new TIP based on the TAP (Basically, the 2nd year plan of the TAP).
2019-2020 ESF Diagnostic Visits for Year 1 and Comprehensive Only Campuses ▪ You are NOT required to "change" your current TIP plan to reflect ESF Diagnostic results. ▪ However, reflect on the process and make adjustments towards the last stretch of the school year as appropriate. ▪ The ESF Diagnostic can and should be used in contributing to Continuous Improvement planning for the CIP, summer planning, back to school PD and 2020-2021 overall. ▪ Be prepared to discuss with TEA Consultant for next call.
Planning for 2020-21 SLIDO.COM EVENT CODE: 8457
Planning for 2020-21 bit.ly/DCSI20-21 (case sensitive)
Tentative ESF Training Dates Public accountability will be released on Friday, August 14, 2020. (Should be August 15, but it falls on a Saturday.) Tentative Dates for ESF Intervention Training Dates at ESC-20 for 2020-21 School Year are: ▪ August 26-27, 2020 ▪ September 1-2, 2020 ▪ September 9-10, 2020 (These dates are not published in Connect20 yet)
10 Minute Timer - Online Timer - Countdown
2020 ACCOUNTABILITY (HB22 year three of labels; year four of data) Cheri Hendrick Consultant, Accountability and Assessment School Support Team Cheri.Hendrick@esc20.net (210)370-5451 SLIDO.COM EVENT CODE: 8457
2018-2019 Additional Reports
Additional Reports Texas Academic Performance Reports (TAPR) ● December 12 the PDF version of the 2018–19 Texas Academic Performance Report (TAPR) was released. ● TAPR Glossary and TAPR Guidelines ● Statute requires that each district’s board of trustees hold a public hearing to discuss the district’s annual report within 90 days of receiving the PDF TAPR; however, because this year’s release date coincides with the start of winter break for many districts, the 90 day count will begin on the first day the district returns from winter break. Within two weeks following the public meeting, each district must widely publish its annual report, including posting it on the district website and other public places. School Report Cards (TAA 2018–19 School Report Card dated December 18): ● Each campus must send a copy of the School Report Card (SRC) to a parent or guardian of each of its students within six weeks of the December 18 letter ● The campus may provide the SRC in the same way that it sends other official communications to parents and guardians Federal Report Card ● Dissemination of the Federal Report Card ● Each LEA that receives Title I, Part A funding is responsible for disseminating the state, LEA and campus-level report cards to 1) all LEA campuses, 2) parents of all enrolled students (sample letters on the next slide), and 3) the general public via widely available public means such as posting on the Internet, distribution to the media, or distribution through public agencies. ● Federal Report Card DATA Difference: These results include all students tested, regardless of whether they were in the accountability subset.
2018 Accountability Resources A-F ACCOUNTABILITY RESOURCES Current TEA https://tea.texas.gov/A-F/ Presentations: Overview of 2019 Accountability (June 17, 2019, PDF) Understanding the Student Achievement Domain (June 12, 2019, Video) Understanding the School Progress Domain (July 10, 2019, Video) Understanding the Closing the Gaps Domain (August 7, 2019, Video) Walkthrough of the 2019 Accountability Data Reports (September 26, 2019, Video) Understanding Distinction Designations Zoom Webinar (October 30, 2019) (PDF) Documents: Calculating an Overall Grade in the A-F Accountability System (June 17, 2019, PNG) 2019 A-F System Overview 1-Pager (June 17, 2019, PDF) Understanding A–F Ratings in Texas (August 29, 2019, PDF) (4-pager) TEA Performance Reporting Resources: Utilizing the Texas Academic Performance Report (TAPR) Data Download (February 7, 2020) (PDF) Understanding the 2018-19 Texas Academic Performance Report Zoom Webinar (December 11, 2019) (PDF) 2020 State Accountability Update (ESC 20 Accountability Forum, November 21, 2019) (PDF)
2020 Accountability Development
2020 Accountability Development 2018 ACCOUNTABILITY ●Accountability MANUAL Policy Advisory Committee (APAC) ○ October 16, 2019 and ○ January 21, 2020 ●Accountability Technical Advisory Committee (ATAC) ○ November 19 - 20, 2019 ○ February 4, 2020
2020 Updates from ATAC meeting February 4 ▪ ESSA Amendment Updates ▪ E n g lish L a n g u a g e P rofic ie n c y (E L P C om p on e n t) ▪ S p a n ish to E n g lish Tra n sition P roxy (n ow or re se t? ) ▪ 20 22 R e se t ▪ G ra d e 3 G row th ▪ AE A ▪ D istric t R a tin g s
2020 Updates from ATAC meeting February 4 ▪ Closing the Gaps Domain ▪ E n g lish L a n g u a g e P rofic ie n c y (E L P C om p on e n t) ▪ p a rtia l p oin ts b e a w a rd e d d e p e n d in g on a c h ie ve m e n t tow a rd th e 36% ta rg e t
2020 Updates from ATAC meeting February 4 ▪ December 19 TAA: A m e n d m e n t to th e S ta te ’s E ve ry S tu d e n t S u c c e e d s A c t (E S S A ) S ta te P la n ▪ Closing the Gaps Domain
2020 Updates from ATAC meeting February 4 ▪ December 19 TAA: A m e n d m e n t to th e S ta te ’s E ve ry S tu d e n t S u c c e e d s A c t (E S S A ) S ta te P la n ESSA targets found in ESSA Appendix A - June, 2019 of the ESSC Plan for Texas found at https://tea.texas.gov/About_TEA/Laws_and_Rules/ESSA/Every_Student_Succeeds_Act
2020 Updates from ATAC meeting February 4 Graduation Rate Methodology 1. Did the student group meet the four -year long -term graduation rate target of 94.0%? 1. If #1 is no, did the student group meet the four -year interim graduation rate target of 90.0% and demonstrate improvement of at least 0.1% over the prior year rate? 1. If #1 and #2 are no, did the student group meet its four -year graduation rate growth target? The growth target is calculated as follows: a. Did the student group demonstrate sufficient growth from the prior year in order to meet the long -term graduation rate target of 94.0% (i.e., a 10% decrease in the difference between the prior year rate and the long -term target)? 1. If #1, #2, and #3 are no, did the student group meet the six -year interim graduation rate target? (Appendix A of the ESSA State Plan would be amended to add an interim target of 92.0% and a long -term target of 96.0%.) Does not look favorable that #4 will be approved based one amendment discussions with USDE
2020 Updates from ATAC meeting February 4 Federal School Improvement Identification a. In order to allow additional time for campuses to capture graduates, rather than using a four -year federal graduation rate to identify any Title I or non - Title I campus that does not attain at least a 67 percent graduation rate, TEA is proposing the use of the six - year federal graduation rate to identify these campuses for comprehensive support and improvement.
2020 Updates from ATAC meeting February 4 Federal School Improvement Identification b. Additionally, to align with the intent of ESSA, TEA is proposing the escalation of Title I additional targeted support campuses to comprehensive support and improvement after three consecutive years , rather than escalating Title I targeted support and improvement campuses. i. The proposal will also include a delay in implementation —an additional targeted support identification in 2019, 2020, and 2021 for a Title I campus would result in comprehensive support and improvement implementation in the 2021 –2022 school year. ii. Adjusted due to public comment: 1. Additional targeted 2020, 2021 and 2022 = Comprehensive interventions during 2022 -23
2020 Accountability
State Assessment Data ▪ Already Have: ▪ Summer 2019 EOC data ■ October 2018 Snapshot ▪ Fall 2019 EOC data ■ October 2019 Snapshot ▪ Happening Now: ▪ TELPAS (writing samples open February 10; TELPAS listening, speaking and reading begin February 24) ▪ Spring 2020: ▪ STAAR and STAAR Alternate 2 ■ October 2019 Snapshot
Student Achievement Domain: College, Career and Military (CCMR) CCMR Indicators for HS, K–12, and Districts •College Ready •Career Ready •Meet TSI criteria (SAT/ACT/TSIA/College Prep •Earn an industry-based certification course) in reading and mathematics •CTE coherent sequence coursework completion •Meet criteria of 3 on AP or 4 on IB examinations and credit aligned with approved industry-based •Complete a course for dual credit (9 hours or certifications (one-half point credit) more in any subject or 3 hours or more in •Graduate with completed IEP and workforce ELAR/mathematics) readiness (graduation type codes 04, 05, 54, or 55) •Earn an associate’s degree •Graduate under an advanced degree plan and be •Complete an OnRamps course in any subject identified as a current special education student* and earn college credit* •Earn a Level I or Level II certificate* •Military Ready •Enlist in the United States Armed Forces Do you have predictions?
CTE and Industry-Based Certifications 2019 and 2020 Accountability 2021 Accountability Class of 2018 and 2019 ● Class of 2020 ● ½ point based on 2019 CTE Courses Aligned with ● ½ point is no longer an option ● Industry-Based Certifications (4 pages) 1 point from the new list of 244 Industry-Based ● A CTE coherent sequence graduate who has completed and received credit ○ for at least one CTE course aligned with an industry-based certification Certifications effective 2019-20 school year March 28, 2019 TAA: 2019-2020 Approved Industry- 1 point from List of IBCs for state accountability (PDF) ● ○ Based Certifications for Public School Accountability (list of 73) (8 pages) October 17, 2019 To The Administrator Addressed ● Letter o March 28, 2019 TAA: 2019-2020 Approved Industry-Based Certifications for Public School Accountability (8 pages) CTE Coherent Sequence Coursework Transition Accountability Years 2019 and 2021 and CCMR Indicator 2020 Beyond CTE coherent sequence graduates who complete and ½ point receive credit for at least one aligned CTE course Earn an industry-based certification 1 point 1 point Page 16 of the 2019 Accountability Manual New CTE list pages 21-24
Graduation Rate and Annual Dropout Rate ▪ November 7 the Division of Research and Analysis released the preliminary four-year longitudinal cohorts for the classes of 2019 through 2022. ▪ The preliminary list provides cohort membership information, selected demographic information, and certificate of high school equivalency information. Leaver data and final student statuses are not provided, thus, these lists are not designed to help you try to estimate final longitudinal rates. ▪ The final Class of 2019 cohort lists will be published in the summer of 2020 and will include final statuses of graduates submitted during the TSDS PEIMS fall collection.
Targets ▪ Raw Cut Scores o 2020 A-F Estimator o Scaling Tool on the TEA website will be steady o Accountability Ratings Scaled Score Conversion Tool ▪ Closing the Gaps Domain Targets o Targets set as part of the ESSA Plan o Targets can be viewed in Appendix A of the ESSA plan available on the TEA website https://tea.texas.gov/ESSA/.
Academic Growth: Percent of Students Gaining School Progress Domain How are you tracking Part A: Academic Growth Academic Growth? Page 27 of Chapter 3—School Progress Domain
Inclusion of English Learners (ELs) ○ STAAR Alternate 2 is included regardless of years in U.S. Schools ○ All EL STAAR takers including asylee/refugee/SIFE ■ First year EL students taking STAAR will be excluded from accountability calculations ■ STAAR Performance: ● Second year EL students will be included using their EL performance measure in place of their STAAR performance level. (Same as 2019) ● ELs in years 3 plus will be included based on their STAAR performance level. ■ STAAR Progress: ● ELs are included in Academic Growth using the STAAR progress measure. ● Language change - Reading does not get a Reading Progress; Math DOES get a STAAR Progress ■ English Language Proficiency component of the Closing the Gaps domain: ● TELPAS from 2018, 2019 and 2020 will be included ● TELPAS Alternate from 2019 and 2020 will be included Page 83 of the 2019 Accountability Manual “Student year in U.S. schools information reported on TELPAS”
2021 Accountability
Accelerated Testers STARTS in 2020-2021 ▪ SAME testing as we have done for 2019-20 ▪ Changes for 2020-21 ▪ Beginning in the 2020–21 school year, ▪ Grade 6 and 7 students who take the Algebra I EOC will have to take both the EOC and the grade level assessment. ▪ Only the grade level assessment will be included in accountability calculations. ▪ The EOC will be used to meet graduation requirements. ▪ Grade 6, 7, and 8 students who take the English I/II EOC will have to double test. ▪ The grade level assessment will be included in accountability calculations. ▪ The EOC will be used to meet graduation requirements. ▪ House Bill 3 provided funding for districts to cover the cost of an SAT or ACT for each student in the spring of their junior year or during their senior year. ▪ These results, by subject area, will be included in 2021 accountability for students who complete English II and/or Algebra I EOCs prior to grade 9. ▪ February 6 TAA: House Bill 3 (HB 3) Implementation: College Preparation Assessment Reimbursements
Five-Year Reset 2022 Accountability
Five-Year Accountability System Reset ▪ The agency will work with stakeholders during the 2020–21 school year. ▪ Target resets may occur to align with any potential indicator updates. 2020 and ▪ The updated system will be in place for 2022 accountability. 2021 ▪ The state’s ESSA plan will also need to be amended to align with any adjustments. Only minor changes
Five-Year Accountability System Reset ▪ The updated system will be in place for 2022 accountability. ▪ Items already being discussed: ■ Inclusion of Grade 3 Reading and Math in School Progress, Academic Growth (Domain IIA) ■ Alternative Education Accountability (AEA) Adjustments ■ District Ratings Adjustment
A -F Accountability (HB 22) Card Sort
2 0 18 A c c ount abilit y (HB 2 2 ) Best of Student Achievement or School Progress Domain Closing the Gaps Domain (State) 70% (State and Federal) 30% Student OR School Progress School Closing the Gaps Achievement (All students) Progress (Subgroups) (All Students) (All Students) Part A: Part B: Elementary All Schools: 100% or OR All Schools: Elementary Academic Relative Academic and English Language and Growth Performance Achievement Middle Schools: Proficiency Status Middle Schools: School 40% Approaches, Meets AND Part B: Relative 50% Growth 10% Quality 100% or Masters Performance or School10% Progress or Achievement 30% 50% Previous-year Student Achievement Domain Student (without graduation) Domain Part A Domain: STAAR 40% CCMR (annual graduates) STAAR 100%To of similar percent economically 30% or OR 10% OR disadvantaged At Meets Grade Level or Current-year STAAR 50% 50% Above High Schools: K-12 Reading and Math 10% Graduation Rate 30% 20% Graduation Rate (State Definition) August 15, 2018 * Districts receive an A, B, C, D or F 1) STAAR: Approaches, Meets & Masters Average (Blue) * Campuses receive a “Met Standard” or “Improvement Required” (Federal Definition) Student Achievement 4-yr, 5-yr or 6-yr rating 2) Graduates: CCMR (Orange) 4-year Domain: CCMR August 15, 2019 3) Graduates: Graduation Rate (Pink) (all 12th graders) * Districts receive an A, B, C, D or F * Campuses receive an A, B, C, D or F 4) STAAR: Academic Growth (Green) 5) STAAR: Meets Grade Level (Yellow) Cheri Hendrick Consultant, Accountability & Assessment 6) TELPAS (Purple) (210) 370-5451 Cheri.Hendrick@esc20.net
Domain III Grades 3- 8 Reading, English I and English II Grades 3-8 Math and Algebra I Grades 4- 8 Reading and English II Domain II A Grades 4-8 Math and Algebra I Domain I TELPAS Domain I & II B Grades 3- 8 Reading, English I and English II; Grades 3-8 Math and Algebra I; Grades 4 & 7 Writing; Grades 5 & 8 Science and Biology; Domain I & II B Grade 8 Social Studies and U.S. History
Upcoming Professional Development SLIDO.COM EVENT CODE: 8457
Promising Practices for Effective PLCs Join us to learn and engage in promising practices and protocols for effective Professional Learning Communities to collaborate at deeper levels. This session will delve into different practices and protocols that can be used to examine student work, reflect on professional practices, and address purposeful planning and interventions. March 2, 2020 Contact: Chris Lowak for more 8:30 a.m.-3:30 p.m. information! Fee: $100 per person Chris.Lowak@esc20.net Session ID: 62330
Accountability Sessions Accountability Conversations via Zoom* ● Thursday, March 5 from 1:00 – 2:00 p.m. Session 64194 ● Friday, April 3 from 9:00 – 10:00 a.m. Session 64195 ● Friday, May 15 from 9:00 – 10:00 a.m. Session 64196 ● Friday, June 5 from 9:00 – 10:00 a.m. Session 64197 *No fee for these sessions! DCSI Accountability Calculations Support ● Tuesday, June 16 from 1:00 - 4:00 p.m. Session
Texas Rural Schools Conference SLIDO.COM EVENT CODE: 8457
Keynote Speaker- Dr. Joe Sanfelippo SHARING RURAL SOLUTIONS February 27 -28, 2020 | Georgetown, TX Sheraton Austin Georgetown Hotel & Conference Center REGISTER HERE Keynote Speaker Dr. Joe Sanfelippo
CLOSING SLIDO.COM EVENT CODE: 8457
After Lunch 1:00-3:30 p.m.
NEXT MEETING DATE April 28, 2020
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