Collaboration+Days

= = =Collaboration Time Talking Points =

Small Work Group Days toc

=Marking Period 1=

Cycle 2 - Introduction

 * About Collaboration Days
 * LoTi Refresher
 * Personal Goals

Cycle 3 - Tech. Support Wiki

 * Heads Up: Last 15 minutes have at least ONE part of the wiki you find helpful that you did NOT know was there before.
 * Discussion Tab at the top of the page.
 * Check out the following pages found in the left hand margin of this wiki and add information (*) that will enhance this resource for all users.
 * Home page (a.k.a. District Information)
 * Network Information (iPhone information may be especially useful to some)
 * 2010 - 2011
 * District Tech Resources
 * Sites to Help All Teachers*
 * Standards-Aligned Systems (SAS)
 * Classroom Resources*
 * Web 2.0 Tools*
 * Library Resources & District Programs
 * CY High School
 * Collaboration Days Information
 * Explore ALL the sections!
 * Note links to previous years - workshop information, notes from curriculum work days, etc.

Cycle 4 - Varies

 * Day 1 - 3 will not meet because of 4Sight Testing.
 * The Day 4 group WILL meet to begin developing a lesson using resources from the Tech. Support Wiki

Cycle 5 - On-line Video Resources
// *Use the following links to find on-line videos/clips to use in your classroom. // // *Think short to make a point or drive home an idea rather than feature film length movies. // //*Talk to other teachers about what they are finding, what works for them in class, and mark clips that you could use to supplement your next unit. We will be using some of these during our next Act 80 Day.//


 * ====Discovery Education Website====
 * Found as "Discovery Streaming" on internal webpage - use your own username and password (see facilitator for help signing up)
 * Not only can you find videos to use in class but you can set up classes, assign work for students (such as a video clip to be used for a writing prompt), do on-line quizzes, retrieve famous speeches to use in Wordle, narrate clips with student scripted information (only on clips marked as editable), etc.
 * E-mail Carol Roth if you would like help on how to optimize your use of this amazing resource.
 * ====TeacherTube====
 * Free sign-up on site.
 * CY TeacherTube
 * Stays within the Central York Community
 * See Debbie Bieber or Carol Roth for help if you have video to upload
 * ====Thinkfinity====
 * A plethora of interactives, games, simulations, video clips, etc.
 * ====National Geographic====
 * Some of the same amazing videos you see on tv (in clip form)
 * ====NeoK12====
 * Short video clips in any topic imaginable
 * ====C-Span====
 * Great source for Social Studies and Journalism topics.
 * ====Khan Academy====
 * Good for individual student review of many topics in math, science, and some history topics
 * ====Streaming Videos Wiki====
 * Check out this new one from Deb Wilson - so many links to video resources it is ridiculous!
 * ====@Websites with Videos====
 * If you're searching for something more specific to your subject or something off the beaten path check out this whole page of links.

Cycle 6 - Resources for Teachers and Students
// *Use the following links to explore the wide range of resources available for use. // // *Try 2 or 3 and share what you've found with others. // //Think about the prompts under each link when you explore to share.//
 * ====NetTrekker====
 * Found on internal webpage may be used by teachers and students (also on student log-in page)
 * Types of things that can be found there
 * Why this is especially useful
 * Student uses
 * Suggestions for use
 * ====Soundzabound====
 * May be used by teachers and students (found on student log-in page)
 * Why use this for music?
 * Student uses
 * Suggestions for use
 * ====WolframAlpha====
 * May be used by teachers and students, no log-in necessary.
 * Also an iPhone app.
 * How to use it - try "US unemployment vs crime" or "Microsoft vs Apple"
 * How different from a normal search engine?
 * Student uses
 * Suggestions for use
 * ====SAS (Standards-Aligned Systems)====
 * May be used by teachers
 * Types of things that can be found there - check out:
 * "Fair Assessments"
 * "Curriculum Framework"
 * "Instruction"
 * "Materials & Resources"
 * Why a teacher should become familiar with this website
 * Applications for use
 * Student access?
 * Your subject found there? If not, is there anything to make use of?
 * ====SAS Curriculum Pathways====
 * //Not connected to SAS above at all//
 * Register for use - //facilitator will give instructions//
 * May be used by teachers and students.
 * Check out: Subjects across top of page, "Highlights" on right side of page
 * Applications for use

Feedback on Collaboration Time - please complete during collaboration time when your facilitator prompts you to. We would like your honest professional opinions and look forward to thoughts you have for topics of future sessions.

Cycle 7 - Searching: Beyond Google
// * Actually, Google isn't a bad thing but there is so much more out there. Did you know that Google only searches a small percent of all of the information out there on the Internet? Use the following links to search engines, websites, and databases to find out where you and your students can go to get the really good stuff. // // * Train students to look at what type of source they have found. Originally from a book? magazine? newspaper? blog posting? etc. Stretch them to use a variety of sources. //
 * ====Advanced Searches====
 * This is a great way to take your average search engine and make it do what you want a lot better. An extra minute here will save a lot of time later.
 * Try the "Advanced Search" on Google, AltaVista, AskJeeves, or Yahoo. The link for this is always right beside the search window/bar.
 * Or use a site that is an aggregate of results from many search engines such as SearchCredible.
 * Yippy! looks like a regular search engine but gives "drill down" capabilities to narrow the results.
 * ====Databases====
 * Databases are typically a collection of information directly from what are traditionally known as "hard copy" items (i.e.magazines, newspapers, books)
 * To access our high school collection go to the internal website and click "Library Catalog." Next click the link for the high school library. The databases are found to the upper left of the page.
 * The "Gale Database" collection has 10 different databases to investigate. Try to find one that might apply to you.
 * Be sure to also check out: Internet History Sourcebooks, National Geographic Archives, netTrekker, or Popular Science Archives.
 * ====Miscellaneous====
 * Internet Public Library Several categories to search within and an outstanding pool of resources.
 * Mashpedia - Information collected from many encyclopedias compiled here.
 * You logic minded people out there will love this one! Google Squared Makes a great comparative chart of results.
 * The WWW Virtual Library of a wide range of topics.

=Marking Period 2=

Cycle 2 - Departmental Internet Sources

 * Today's Resource: (read ALL bullets first)**
 * //Today we will be making use of a Google Spreadsheet that was created last year during and Act 80 day in the fall. Everyone who was here during that activity should still have it in their list of Google Documents. If you were not here last year during that activity it should have been shared with you prior to today's collaboration. If not, have someone in your subject area share it with you now.//
 * //The title of the document is in the format of "Social Studies Internet Resources," with your subject at the beginning, of course.//
 * //In order to access this document you should be logged out of any "regular Google" accounts and go to the internal website and click on the Google Docs link in the right hand margin to log in. If you type "Resources" in the search bar at the top of the page it should narrow down your selections to choose from.//


 * Some Options for What to DO With This: (talk, talk, talk...discuss, discuss, discuss...)**
 * //Peruse this document to refresh your memory of some of the useful activities there and discuss with other people some of the resources and some possibilities for use in the classroom.//
 * //Devise a lesson making use of one or more of these resources and discuss with colleagues.//
 * //Devise a cross-curricular activity using some of these resources and some guidance from a teacher from that subject. (i.e. Using some math concepts? Ask a math teacher for their input...Don't KNOW a math teacher? Ask someone around you if they know one in the room.)//
 * //Go back to the Thinkfinity website to see if they've got anything new for you to use. They have added several partnerships since we did this activity last year so will have more goodies waiting to be discovered by YOU. Share what great stuff you are fining with others.//
 * //Add useful websites to your subject area Diigo account if you use one.//

Cycle 3 - Lesson Building

 * Teacher Success Share & Discuss
 * Work on creating a lesson for one of your courses. Some options:
 * Try working with someone in the room to discuss and devise a dynamic new lesson.
 * Give your class a cross-curricular spin to show connections and improve understanding.
 * Integrate a strategy: discussed today, learned at Reading Apprenticeship, used by someone else in the group

Cycle 4 - Personal Goals, LoTi, and Turning Up the HEAT
Bring a lesson or project plan to "Turn Up the HEAT" for today!
 * LoTi Review - log in and think about what you might need to work on.
 * Goals returned, tweaked and collected again (use hard copy handed out or option to type information on document below, save for yourself, PRINT one to turn in)
 * **Partner up with someone** and work on "Turning Up the HEAT" on a lesson or project using the HEAT Scoring Guide.



Cycle 6 - Presentation Techniques
Partner up with someone to discuss struggles and successes you've had with presentations personally and in your classroom. Use some of the information and links below for further discussion. Be ready to share something useful you are coming away with at the end of the session. Feel free to share any great ideas you've gotten via your discussion, from any of the links, or somewhere completely different.

//Enjoy (maybe a little now, a little later since it is almost 10 minutes long) a comedy version of PowerPoint Issues...some parts could be appropriate for class but not all.// //"Life After Death by PowerPoint"//

> media type="custom" key="7832765"
 * Guidelines:**
 * Focus on just 2 or 3 main points
 * Use of many visuals / as FEW bullets as possible (haha...I know)
 * reducing bullets article (this has some very nice tips!)
 * Easy to read slides. Things to be careful of...
 * Tools:**
 * You probably use PowerPoint, now consider learning Keynote, a terrific tool that interacts with iPhoto, iMovie, and iTunes beautifully
 * Use THIS link to go to the Apple site for iWork tutorials.
 * Keynote tutorials are below the display panel in the third column.
 * On-line presentations:
 * Google Presentation (where you would go to create a new document chose Presentation instead)
 * SlideShare
 * This site has a ridiculous amount of entries on presentations, tools and techniques.


 * Grading:**
 * Customize an oral presentation rubric at Rubistar (create an account and log in to save them on the site)
 * Pre-made presentation rubrics for various subjects.


 * Other Useful Links to Explore:**
 * PowerPoint Mistakes
 * PowerPoint Myths
 * Short posts on presentation techniques

Cycle 7 - Lesson Building

 * Collaboration Survey
 * Work on creating a lesson for one of your courses. Some options:
 * Try working with someone in the room to discuss and devise a dynamic new lesson.
 * Give your class a cross-curricular spin to show connections and improve understanding.
 * Integrate a strategy: discussed today, learned at Reading Apprenticeship, used by someone else in the group

=Marking Period 3=

Cycle 2 - Critical Thinking Skills
//Of course this is a huge topic so we are narrowing it down to two areas, only one of which you will work on today. Below you will find information, links, activities, and discussions to have about Visual Literacy and Primary Sources. Take a few moments just to read about what they are if you are not sure and then chose one in which to focus your time in collaboration with one or two others in the room.//
 * //As you explore keep an open dialog with the others in your group to come up with ideas for your classes.//
 * //Be ready to share something you've tried in your classes related to this topic when we have our next session of Lesson Building (cycle 4 this marking period).//

//**Visual Literacy**//
What is it? > - Thibault, M. and Walbert, D. > - Lemke, C. What can I do?
 * "Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate graphically. Generally speaking, the visually literate viewer looks at an image carefully, critically, and with an eye for the intentions of the image's creator. Those skills can be applied equally to any type of image: photographs, paintings and drawings, graphic art (including everything from political cartoons to comic books to illustrations in children's books), films, maps, and various kinds of charts and graphs. All convey information and ideas, and visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid."
 * "Can students interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision-making, communication, and learning?"
 * Educate students on the impact of visuals on them. (try this link for ideas)
 * Use content-related images for writing prompts and discussions. (try Smithsonian Images and Nations Illustrated)
 * Check out our own district page on @Visual Literacy for more ideas.
 * Discuss thoughts, ideas, and previous successes with some of the people around you //right now//.

//**Primary Sources**//
And this is? (Wikipedia's definition) Some examples. What can I do?
 * **Primary source**is a term used in a number of disciplines to describe source material that is closest to the person, information, period, or idea being studied.
 * In the study of history as an academic discipline, a primary source (also called **original source or evidence**) is an artifact, a document, a recording, or other source of information that was created at the time under study. If created by a human source, then a source with direct personal knowledge of the events being described. It serves as an original source of information about the topic.
 * Similar definitions are used in library science, and other areas of scholarship. In journalism, a primary source can be a person with direct knowledge of a situation, or a document created by such a person.
 * Image (at right) from Library of Congress page on American Holidays. This is from a pre-Memorial Day celebration called Decoration Day (1927).
 * Listen to former slave Uncle Billy McCrea recorded in 1940 at the age of 89 as he reflects on his life and sings songs from the past. Be patient with him at the beginning, once he gets settled in he is wonderful. (Found on the Library of Congress website. Click HERE for the main link)
 * The original document (link HERE) of the banning of nuclear testing signed in 1963 by the United States, United Kingdom and USSR. Found at Our Documents website under the 100 Milestone Documents for the USA.
 * In every subject take students back to "the original" whenever possible.
 * Have students create their own primary sources by:
 * making recordings of interviews with someone relating an experience they've had
 * documenting a journey through &/or taking pictures of special occasions or events themselves
 * doing their own unique experiment and documenting their findings
 * Check out our own district page on @Primary Sources for more ideas.
 * Discuss thoughts, ideas, and previous successes with some of the people around you //right now//.

Cycle 3 - Educational Social Networking
During this session...
 * 1) Have a large group discussion with peers sharing experiences they've had using any educational social networking sites (i.e. Edmodo, Keystone Commons, Ning, etc.)
 * 2) Spend time exploring one or more social networking sites. You might want to consider becoming friends with others in the session in order to practice. *If you already use one of more of these you might want to spend your time making your sites even better &/or sharing with others.*
 * Edmodo- like Facebook for education - simple to use to post discussion topics or create assignments for students to turn in work
 * You've already used this in an in-service activity. Some things to check out:
 * Edmodo Webinars for learning the ropes
 * Edmodo Blog for usage ideas
 * Keystone Commons- PA Dept. of Education social network for teachers as well as students
 * Sign Up - some requirements:
 * Username must be CYT_firstinitiallast name (CYT_croth)
 * You chose your password
 * Display name must be your full first and last name
 * Enter the information for your district, etc.
 * Good Group to join in Keystone Commons: "Turning up the H.E.A.T. on Teaching, Learning, and Leadership"
 * Ning - sign up for the 30 day free trial then click HEREto sign up for a free educator account
 * Sample Ning to join: Technology Integration in Education
 * 1) Brainstorm reasons to get your class "connected" via one of these sites. Consider:
 * higher-order thinking
 * engaged learning
 * authentic connections
 * technology use

Cycle 4 - Lesson Building

 * Teacher Success Share & Discuss - how have you "Turned Up the HEAT?"
 * Work on creating/revising a lesson for one of your courses while considering the HEAT rubric. Some options:
 * Try working with someone in the room to discuss and devise a dynamic new lesson.
 * Give your class a cross-curricular spin to show connections and improve understanding.
 * Integrate a strategy: discussed during collaborations, learned at Reading Apprenticeship, used by someone else in the group.

...in case you need a reminder, or a new copy because you've worn out all of your other ones...

Cycle 5 - Digital Citizenship Part I: Copyright, etc.
//**Copyright and Fair Use and Public Domain OH MY!**//

There seems to be a lot of confusion about these topics and as a result they are often avoided whenever possible. Hopefully the activities today will allow you to sort through the confusion so that you can not just hold your students accountable to these laws but also have them learn and apply the rules themselves.

Team up with a few other people to review the concepts below and plan a way to integrate them into your courses whenever possible. **Please share:**
 * anything that you already do so others may learn from your experiences
 * any problems you have experienced with trying to decipher the laws
 * any problems you have had with trying to enforce the laws
 * any suggestions you have for others in your group

Copyright
Check out this link for answers to FAQ on Copyright from the //Teaching Copyright// website done by the //Electronic Frontier Foundation.// Tech Wiki @Copyright Page - a plethora of links for learning, applying, and evaluating copyright issues.

Take a look at this video for help with understanding copyright. Talk with your team about how this video is NOT breaking copyright laws. (If you're not sure keep going onto the next section with mashups and come back to this.) media type="youtube" key="CJn_jC4FNDo" height="390" width="480"

Fair Use
Check out this link for answers to FAQ on Fair Use from the //Teaching Copyright// website done by the //Electronic Frontier Foundation.// On-line Fair Use Evaluator - you and your students can use this to think through and document whether the way material is being used is eligible for fair use. Remixes and Mashups - go back up to that video...how did you do?

Public Domain
Check out this link for answers to FAQ on Public Domain from the //Teaching Copyright// website done by the //Electronic Frontier Foundation.// Tech Wiki Primary Sources page - As seen in our cycle 2 session from this marking period this topic is vast, check out some more of the possibilities here. Primary Source source :-) If all of that is too much just try this site from the National Archives.

Cycle 6 - Digital Citizenship Part II: Citation Builders, etc.
With the world of information expanding at such an incredible rate it is more important than ever to be able to locate quality information, know how to use it well, and then give credit where it is due to the author/creator of the work. This session will be an exploration of citation builders and related tools. PLEASE SHARE YOUR EXPERIENCES - so many of you have had a lot of experience with this topic that we could all learn from. Of course, this is applicable to every course no matter how you run it from project based learning to a more traditional classroom setting so let's work on updating and modifying some of our expectations for our students collaboratively.

With all of this in mind one of the MOST critical components of any of this is for students to evaluate ALL of their results. Just because the citation builder creates it does not make it gospel. Students still have the ultimate responsibility to make sure citations are complete.

Free Citation Builders:
 * EasyBib - when you've completed your citations you can then export to Microsoft Word or to Google Docs (if using Google Docs, make sure students log on to cypanthers account prior to exporting)
 * SourceAid - export to Microsoft Word when completed
 * BibMe - export to Microsoft Word when completed

Databases:
 * Gale databases on our library website allows you to create a citation in the format of your choice and then export to a Microsoft Word document.

What to watch out for:
 * Plagiarism - always an issue. Easier to plagiarize now but also easier to check for it. Free sites: Google or any other search engine (just copy and paste in the questionable sentence and you will often get the word-for-word hit), Plagiarism Checker.
 * Again, students have ultimate responsibility to make sure citations are complete.
 * Students must practice following the rules, whatever they are, which change as the years go by to modify formats, conform to a professors needs, etc.
 * Images - even on copyright free sites, such as Creative Commons and Flickr, a citation is required. Photobucket does not require this but asking students to at least list the URL for these pictures is smart so you can keep track of where all of their work is coming from.
 * Music - still best to create their own on Garageband or get from Soundzabound. Students should then cite their source, even if it is themselves. If they want to use "popular" music students will need to obtain written permission from the recording company and submit that to you. Of course, this takes some time so often is not a valid option.
 * Hanging Indent formatting - students are often not aware of the hanging indent feature (see example below). In Microsoft Word, to change work into a hanging indent just highlight the selection, go to "Format" and down to "Paragraph", and under the "Indentation" section there is a pop up selector in which to pick "Hanging."



Cycle 7 - Digital Tools/Programs - Part I
So many tools for so many tasks. This session will have a break-out group where you can learn more about applications you are unfamiliar with OR you will be able to collaborate with others who are ready to work on better integration of the tools in which they are already comfortable to increase the HEAT in their lessons.

//Break Out Group Topic Choices:// (next marking period choices Presentation tools, Desktop publishing, & Spreadsheets)
 * Recording Tools
 * Photo Booth - take still photos as well as recording video
 * Garageband - create podcasts, original music, simple videos
 * iMovie - more complex movie maker
 * Tools for Visual Learners
 * Inspiration - mind web creator (see image)
 * Jing - create screencasts which allow you to record what you are doing on the computer as well as to narrate as you go
 * Requests also accepted on site!

Download the file for a document of uses and key points for each of the tools listed above.

Cycle 8 - Lesson Building & Survey

 * Teacher Success - Share & Discuss some of the ways YOU have incorporated digital tools, such as the ones from last session, into your lessons and projects.
 * Work on creating a lesson for one of your courses. This is a great time to try something new on a small scale that you want to incorporate on a larger scale next school year. Some options to think about.
 * Try working with someone in the room to discuss and devise a dynamic new lesson.
 * Give your class a cross-curricular spin to show connections and improve understanding.
 * Devise a cross-curricular collaboration to try before the end of the year.
 * Integrate a strategy: discussed today, learned at Reading Apprenticeship, used by someone else in the group.
 * Collaboration Survey - if you have difficulty accessing this form please contact Carol Roth immediately for assistance.

=Marking Period 4=

Cycle 2 - Goal Review/Lesson Building

 * Goal Review Time!
 * LoTi Review - log in and think about what you might need or want to work on.
 * Goals returned, tweaked and collected again (use hard copy handed out or option to type information on document below, save for yourself, PRINT one to turn in)


 * Interactive Whiteboard (IWB) Exploration - Take some time to see what other teachers are using the IWB for and play with it yourself...need extra time or help? E-mail Carol Roth to line it up.
 * Work on creating a lesson for one of your courses. //This is a great time to try something new on a small scale that you want to incorporate on a larger scale next school year.//Some options to think about.
 * Try working with someone in the room to discuss and devise a dynamic new lesson.
 * Give your class a cross-curricular spin to show connections and improve understanding.
 * Devise a cross-curricular collaboration to try before the end of the year.
 * Integrate a strategy: discussed today, learned at Reading Apprenticeship, used by someone else in the group.

Cycle 3 - Digital Tools/Programs (cont.)

 * Have you turned in your final goal sheet yet?** Please complete today if you need to and place in Carol Roth's mailbox.
 * AND...**for next session, please bring a lesson for you to evaluate using the HEAT and DABP rubric.

//This session is a continuation of the exploration time you had last marking period. Choose one or two other teachers to work with to investigate any of the tools below and pick one of them (or another tool that comes up in discussion you are interested in) to incorporate into a lesson over the next two weeks. FYI - computers are available!//
 * Recording Tools
 * [|Photo Booth] - take still photos as well as recording video - use to have students practice presentations or record short clips for other applications
 * Garageband - create podcasts, original music, simple videos
 * [|iMovie] - more complex movie maker
 * Tools for Visual Learners
 * Inspiration - mind web creator already loaded on your computer - find ideas and lesson plans [|HERE]
 * Jing (a download) or [|Screencast-O-Matic] (on-line account)
 * create screencasts which allow you to record what you are doing on the computer as well as to narrate as you go
 * great tool to post for:
 * absentees to catch up on a technique learned in class
 * homework to learn about something prior to a lesson
 * as a reminder for students to be able to do something when not in your room

Cycle 4 - Lesson Plan Evaluation
Pair up with someone else today to discuss and evaluate your lesson plans together.
 * First, use the "LoTi Sniff-Test" to help you determine where your lesson lies on the LoTi scale.
 * To use the Sniff Test, work your way through the flow chart, answering the questions as you go.
 * Remember, nobody is expected to have a level 6 lesson all the time. There is value in every level of LoTi. It is important, however, to be aware of the level of your lessons and to try to "Turn Up the HEAT" where possible.



Some teachers like the HEAT rubric as much, or better, than the "Sniff Test."
 * Check out your lesson plan using the rubric instead to determine which you like better.
 * The rubric has the Digital-Age Best Practices (DABP) on it as well, which is not included in the "Sniff Test."
 * The H, E, A, and T are set up with higher levels as you go down the list but the DABP section is a list of individual components to all be incorporated in lessons.



Finally, with your partner, discuss a few things you each could do to take your evaluated lesson to the next HEAT level? //*Be prepared to share some of your ideas during the closing discussion.//

//**Also...**//
 * Now that everyone has completed the Small Workgroup Days with Sue we need one last thing from you for administrative purposes. Over the next day or two would you please complete a short survey about your experience during the Small Group session ONLY. We appreciate your time with this. Survey Link**

Cycle 5 - LoTi Survey and Lesson Development Time
Today we are going to start our session with the LoTi Digital Age Survey for teachers. We first took this survey last March, so for most of us it has been over a year since we last "officially" evaluated how we were doing with our integration of 21st century teaching and learning. As you take the survey today, take your time through the questions (many have been revised from last year) and answer them as candidly as possible. You are the only one who will see your individual results, all other results are reported comprehensively.

Here is the link you will need for the LoTi Survey. (If you were not here to take this survey before or need additional help refer to this page on the Tech Wiki.)

As you finish the survey, take some time to review your results. We will come back to them during our last session, next cycle, when we have our final discussion about the program, reflect on your growth over the year, and contemplate directions for growth for next year. Once you've finished reviewing results use the rest of the time to partner up with others to work on lesson development.

Cycle 6 - Wrap-up of the Year in Collaboration
Thank you for all the hard work you have put into developing new skills to become the best teacher you can be. We appreciate your time, comments, and interactions that you have developed with students and teachers throughout this school year and look forward to next year.

Here is our agenda for our last session of the year:
 * 1) LoTi Survey - comparison between last year and this year.
 * 2) Discussion of growth over the year (goal envelopes returned for reflection)
 * 3) Sharing of accomplishments: tools, techniques, rubrics developed
 * 4) 2011-2012 School Year Storyboard and share - what are you going to tackle next year?
 * 5) Discussion of ideas to have more effective collaboration next year.
 * 6) Final Collaboration Feedback.