AP CSA Deep-Dive

There we go. Hello. Welcome everyone. Thank you for joining us for our summer webinar series. Today we are here to talk APCSA, and we are so excited to have some great knowledgeable folks here to help us as we spend the next 90 minutes or so talking about the AP course, the AP test, and the curriculum that CodeHS has created to support students learning in the classroom.

And so we'll go ahead and get started here. I am going to put a link to the slide deck in the chat. This is just for your reference. No need to pull this up right now. An echo. Let's see. Let me try to turn my microphone off and back on. All right, let's Asana, thank you for mentioning that the sound was wonky. Hopefully, we can get that fixed. Okay, thank you, Derek, for helping out there. So, I did put a link to the slides in the chat. If you would like a copy of the slide deck, feel free to click it and open it, but I'm screen sharing and we'll be all day today here as we work through this great content. And so, encourage you to just focus on the Zoom and join us as I introduce myself and my colleague here and Danielle and her very sweet child.

So, my name is Stephanie Bennett. I am a PD specialist here at CodeHS and have been facilitating these summer webinars just to help folks grow their practice before we enter a new school year. And I'm very excited to be here with you today. Steve is also on the line here today and he is going to be facilitating in the Q&A and in the chat and helping out in the background. And then we have a teacher trainer here, Danielle, and she is bringing so much classroom experience to our discussion today. So very excited for her to be here. And Danielle, would you like to introduce yourself and tell us a little bit about your teaching experience?

Yeah. My name is Danielle Carr. I am a high school computer science teacher in the state of Indiana. I actually started at the elementary level and have a preschool through 12th grade computer license which got me hooked into computer science. So for the last five years I've been teaching high school computer science and the previous three before that I was middle school computer science. So having a blast. And then my baby here, her name is Viola. She's supposed to be napping, but we're part of the no nap club today and so she'll be one of these.

This is definitely going to be our most viewed webinar ever because everybody's just going to watch Viola the whole time, which is fine. Who needs CSA when you have a Viola? All right, so here's what we're going to spend our time with here today. Okay, we are going to talk about our course options and the curriculum available to you if you are using CodeHS in the classroom for teaching APCSA. We're actually going to take a minute to experience a lesson from the student side. If you are new to CodeHS, we definitely love to help you understand what this looks like from both the teacher perspective and the student perspective. And so I will put on my teacher hat, which is my favorite part of leading these webinars, and ask you all in the audience to put on your student hat as we work through a lesson together.

Then we're going to talk a little bit about Java, the coding language, why it's important for students to learn. We're also going to cover information about College Board. They are the creators of the AP tests. And so we'll talk about AP testing and the format of this exam. Really just an overview because we do lead webinars throughout the school year that dive deeper into exam logistics and test prep. But we'll we'll make we'll make sure we have lots of time for Danielle to give us insight into her classroom, both via a curriculum lens and via a little bit of the teacher tools and and just how she runs her classroom.

So, we are a fairly big group today. And so, if you all want to open up the Q&A at the bottom of your Zoom screen, you should see a button called Q&A. I appreciate everybody already using the chat. That is very helpful. Please feel free to drop your stories and anecdotes in the chat. We don't want the questions to get lost, however. So, we will ask you to put your questions in the Q&A and Steve's going to be there in the background monitoring both of these just to help answer questions and elevate them to Danielle if the timing is right. And you all have questions specifically about something Danielle mentions or how she runs something in her classroom. Steve, feel free to throw those up to Danielle.

So, I did mention that we're going to ask you to experience a lesson from the student perspective, but we want to go ahead and get you in the process of signing up for a teacher account if you don't already have one. When you go to codehs.com/signup, you'll obviously enter your school email address and some information and then there's like a process to be verified as a teacher so that you can have access to solution code and things of that nature. So go ahead and start that process while we're talking about curriculum and options you have for teaching CSA. If you are working on that in the background, that's perfect because we want to have that done so that you can then sign up in my course where I'm the teacher and you will play the student.

All right. So for those of you who are new to CodeHS, have never used our platform before, we provide middle school and high school curriculum to educators all over the world for free, which I absolutely love that we are providing these high quality instructional materials on the middle school and high school platform. Teachers can sign up for an account for free. You can create as many courses, as many sections as you want. You can roster your students for free. And I just absolutely love that piece of our model because equity is important and access is important. As parents, caregivers, students themselves, state legislatures are realizing the importance of computer science education, we have gone from CodeHS which might make you think of high school and you would be correct.

Originally we only provided high school curriculum as state legislators and districts and parents have realized, hey, computer science education is going to be really important to my students' future. The curriculum has followed down the pipeline. And so we started off 14 years ago I think with high school curriculum, quickly realized that, hey, middle schools are also wanting to implement computer science in electives and so we built middle school curriculum and then most recently about four years ago built elementary school curriculum also. So, we do provide K through 12 curricular materials, professional development, and some great tools to help you efficiently and effectively help students learn computer science.

So, on our next slide here, we get a little bit of a preview into the LMS type of features that are available for both free and pro users of our platform. So, if you sign up for a free account, you're going to get access to our entire curriculum catalog for free. You also get some LMS features like progress monitoring and being able to grade your students' work and access to some communication tools so that you can provide feedback to your students. And then if you're on a pro license, we have some really really powerful tools like AI grading and AI hints and the ability to view a lot of academic integrity tools to ensure that your students are working as they are supposed to, learning as they are supposed to, and acquiring their computer science knowledge. So, we'll be talking about all the all the ins and outs and options today.

All right. So, let's dive into APCSA and there are a few courses from the catalog that I pulled out to feature here today. Now, of course, our latest version of our APCSA curriculum, many of you who have been around CodeHS for a while will already know is Cortado. So, last summer, the College Board announced big changes to the APCSA exam and course structure. And so last summer we launched this Cortado version of our curriculum to match the College Board framework and to meet the new expectations of the AP exam. So this has been a year in the making and Danielle has used Cortado in her classroom the last year. And I did also want to point out the review course. So even if you mostly rely on other tools throughout the year to teach your CSA content, we do still offer the 20 hours of review for your students if you can fit that into your school year.

So, I wanted to point out both of those courses and then give you a little bit more information about where you can learn more about the Cortado course. So, in the chat I have put a link to the course overview page and the syllabus. And so, I am going to go ahead and open up that overview page and just show you some interesting highlights from this page. First, you can see the syllabus right here. And if you scroll down a little bit, what I really like to show off are these demo programs. So, these are assignments that your students will complete as they work through this course.

And so, first, really fun, we have this rock, paper, scissors activity. And when I click run, let's say we're going to play two rounds to win. And I am going to choose paper. But the computer chose scissors, so they won that round. And then this time I'm going to choose rock, and the computer chose scissors. So now our score is one versus one. I'm going to go with rock again, and the computer won. Game over, because I initially had selected two rounds to win. So really cool that we can get our students coding something that they're very familiar with likely.

All right, in art flip our other example here. I'm going to click run and we get some ascii art. And this is Carol, our mascot. You can see her over my shoulder here facing left and then facing right. So making some ascii art and then selection sort simulation. Let's see let's start see run next I can click through here and see how this algorithm is sorting these numbers. So we're going to get lowest number to highest number as I'm clicking next and this algorithm is running through. So very fun preview of the items that your students will build and see and interact with as they work through this Cortado course.

The College Board restructured the course so that it has four units and CodeHS reflected that in our curriculum build also. And so these follow along exactly with the College Board framework. Just some updates for those of you who maybe are new to teaching CSA. They did add topics on text files and data sets and removed inheritance, which broke a lot of teachers' hearts. I've heard so many teachers over the last year say, "I'm going to add back inheritance because it's just fun and I like teaching it." Um, and then as you could see from the previous slide, consolidated a bunch of units into just four units. And so those are listed on the right hand side. And so Danielle, first question for you. What was your overall impression of the new Cortado course using it in your classroom this past school year?

So, I really liked the new text file activities in there. They go through there. It's more than just examples in where it was before. So, you have examples, but there are text files that the students are answering questions in about the concept that they're learning. It was really helpful when we were learning about the different sorting methods to really look through the methods and investigate like trying different things, messing with it to see how it affected it. And then yes, Eric, I agree with you over there about how do you have Java without inheritance? That's why lots of teachers are still doing it. So with as much as we hated the restructuring from College Board, CodeHS did a nice job with organizing them and implementing those text files. Those were my favorite.

Yeah. And so we will see that a little bit later from the student perspective. So, our curriculum team worked hand-in-hand with the PD team to really embed the PRIMM pedagogy framework into this Cortado course. And so, if you're familiar with PRIMM, it stands for predict, run, investigate, modify, make. And basically the framework helps ensure students know how to read code and predict outputs of code before they ever touch the code or make any adjustments to it. And so it's a great teaching methodology and it is embedded throughout the Cortado course via these investigate.txt files. So we'll definitely show you one here in a few. And Danielle, how from the student perspective, how was the course content received by your students? Do you feel like they were well prepared for the test?

Yeah, I actually had the students come back and tell me that the things we were doing in class were much harder than the test. So they felt that the test was very easy and that they were overly prepared. Well, that's good to hear. I love that. Granted, I haven't gotten their scores back yet, so it could be blowing smoke. Oh, well, fingers crossed for you and your students for good reports. And that's that's exciting, but nerve-wracking, I'm sure, to be sitting on pins and needles waiting for those scores to come in.

So this Cortado course, we like to emphasize as we're spreading the word about it that this was much more than just a skimming update. Obviously with the new College Board framework it has a completely different organization than previous APCSA curriculum that CodeHS has built. We had many new activities and exercises for students to engage with. And then again I was talking about that PRIMM pedagogical piece being really embedded in exercises and activities throughout the course. What's really exciting and what has also trickled over into other CodeHS courses is the rebuild of this CSA course really triggered some creative thinking from our curriculum team and they were able to create some new item types, some new ways for students to engage with content on the CodeHS platform. And so some of those were tutorials, simulations, and then Danielle and I were talking about this before the webinar got started, the embedded AP style assessments were a big boon to educators. So, we really tried to create a really robust curriculum here that would help prepare students for the entire year-long of learning and for the AP exam.

So, Valerie to answer your question, where do we find the supplemental units? When you create a section on CodeHS, you can view from the assignment page curated supplemental materials that our curriculum team has said, "Hey, these would work really well if you have some extra time, if you want to vary up assignments and help students get some more practice and hands-on project time." These are located in the supplemental modules, and here's this one that Steve was mentioning, the inheritance. If you want to add it back, it's already right there on your assignments page in that supplemental modules section. So, I will just bop over here to my CodeHS teacher view and show you where you can find those. So, here I have a Cortado section all ready for us. And if I open up the assignments toolbox and click on the assignments app, this will bring me to the page that lists all of the work that students are going to do broken up into those four units that we were seeing in the slides earlier. If I scroll down just a bit, I can click search for content, and here's our supplemental materials that you can optionally add to your coursework. So definitely take a look at those if inheritance is something that you're missing in your life.

So Danielle, taking a thinking about the course as a whole and test prep, what topics or projects really engaged your students?

I think once we start working with creating classes, that's when the students really get into it. I think for in in my school district, this course is one of the last courses that the kids take. So they're already familiar with variables, data types, all that stuff. And so a lot of it is just review and learning the different syntax. So when we finally get to work with classes, I think that's a very fun topic, and then designing those classes. I think the curriculum does a really good job of having them create classes over and over again so that they get familiar with it and by the end that's their favorite part.

That's awesome to hear. And I will say that with the CodeHS platform being as powerful as it is, we really do try to get students the most opportunities for repetition and practice as we can. And so having tools like the autograders to grade students' assignments so you don't have to put your eyes on every single assignment from every student is a huge win for teachers and students. So what about Danielle, do you add personally do you add any of these supplementals in that your kids really like?

Oh, you're muted.

Sorry. I added inheritance because I really love teaching it and the kids really think it's fun. And then we did the consumer review lab, but that was like my first time doing that lab. And I think that's why the kids thought my class was harder than the test. That's amazing. Yeah. And some of these have been around for a while, right?

Yeah. Yeah.

Do you do any pre-test, post-test, or is all your testing and exam weight focused on the actual AP exam?

No, I don't do the pre and post test, but I did do the midterm exam and the final exam. That was very helpful. I also do the review course that you were talking about, the 20 hours of review. That's really helpful towards the end. Sorry.

No, all good. Yeah, I will show folks here how to find that review course also. So if you are logged into CodeHS as a teacher, over on the left hand side in the curriculum toolbox, you can navigate to our course catalog. And once you're there, you can search for AP and you'll find all of our great content. Here is that Cortado course that we've been looking at the units and talking at a high level, what students are enjoying, what teachers are enjoying. And if you scroll a little bit farther down, you will find our review course. And maybe I need to just type in review. There we go. Okay. So, here is our AP. No, that's APCSA. Here is our APCSA review 20 hours. And we can take a peek here at that course overview page also. I'll put that in the chat. Might be useful for folks. And here, Danielle, can you tell us a little bit about the structure of these units? Do you assign the whole unit? Do you just let students work at their own pace through this review course?

For the review course, I let them work at their own pace. It's almost like extra. On AP classroom they have those quick review questions that are broken down based on the units. I have them use that and then this as well.

Perfect. And just from a timing perspective, are you using unit one review right after you finish unit one or are you saving all of the review course for right before the exam?

So, I use the reviews for the midterm. I do unit one and two. That's what I did this past year. And then I know some teachers take the AP test as their final. I still give a final, so I gave them one, two, three, and four, and then that helped them prep for the AP test as well.

Perfect. Great advice for our attendees. So, thank you for sharing that strategy. So, let's go ahead and Hey, Stephanie, there were some questions I think. Okay, there's a two-parter for Danielle about your experience that if you wouldn't mind answering, because actually before we get into the I think this actually segues great into the next phase where you start talking about your class a little bit, but and Viola, you can chime in here too, but Danielle, the first part was do you have students learning Java for multiple years or do they usually learn Java for the first time with this course?

Yeah, they're usually learning it for the first time in this course. So, in the principles class they take, they learn Python. And then I have in Indiana it's called a topics in computer science class in between this course, and we do a lot of game design. So, we kind of take a break from coding since principles and this last one are all coding focused. I know. No. But in that class they do some C++ and some game specific coding. So no, Java they're learning for the first time, but like I said, they've learned the fundamentals of coding. So then it's just learning the syntax, so we get through it pretty quick at the beginning.

Awesome. Yeah, that was part one and it sounds like a great way to prep them for APCSA. And then part two was, so since it's their first Java class too, do you use any additional material if the students are learning to program for the first time with this or learning Java for the first time? Was there anything you found that was a useful kind of additional supplement for those first-time learners? Either in CodeHS or outside of CodeHS in Cortado that kind of helped you with students struggling with or learning Java for the first time.

Yeah. Personally, I actually give a lot of paper homework assignments. I actually make them handwrite their code. I think that's been extremely helpful. I started doing that because the free response question used to be handwritten and now it's on a text editor. But, especially now with AI so popular and all the kids are just using it, I'm hoping that at least if they're copying by hand, something is getting saved in their brain. So, I definitely do paper homework assignments. The tests are also on paper. So, as much as I'm a computer science teacher, I probably use a lot of paper.

And then the textbook feature, which I don't think we've ever really covered in any of the webinars that I've been a part of. There is a textbook feature of the curriculum, digital textbooks, and I will tell the students to go through that. I don't know if it's updated for the new course. I think it's still in progress.

Yeah, it's still in progress, but that's like really great.

Yes, this is what happens when you don't take a nap. Sorry, guys. But yeah, I direct them there. So it's more of a textbook-like learning experience for kids who miss textbooks. And so they are able to read, learn, try things out, and then they actually have practice examples in there as well. So that's been really helpful. And then there's practice questions on CodeHS. I also use those as well for students who are struggling or just need extra practice. I think it's in the practice.

Yeah, we have a ton of extra items here and you can filter by language and then you can and students have access to the practice too. But you can actually add these to your coursework if you want to. So here I could select APCSA and I could add it to this course, or you can just let students find it on their view of the site.

Awesome. Okay. So, what I want to do next is actually take you through a lesson from the student perspective. And so hopefully folks in attendance, you have finished with all of the sort of registration questions for setting up a teacher account. But at this time, I'm actually going to send you a URL so that you can participate in my course as a student. And so I'm going to put a link in the chat for a section you can join. So just open up your chat, click on that codehs.com/7950. And what you'll see is a window that looks like the upper right hand corner. It'll list Danielle and I as the teacher for summer webinar CSA. And you can click that big blue button that says join section. And then we are going to work through a little bit of the 1.1 lesson together. Now, it's a very long lesson. We're not going to make it through all of this lesson, but wanted to give you a preview of the student experience here on the platform.

So again, just give you a couple seconds to join as a student. There's that link again. All right, and I'm going to go back to my assignments and I'm going to switch to the student view. So, if you have the screen real estate, this might be a good time to put the Zoom window up on one side of your screen and the student view up on the other side of your screen so you can follow along. Totally optional though.

All right. So, on the student view, we can see that some CodeHS vocabulary for you these modules interchangeable with unit, okay? And so these are going to last anywhere from three and maybe in the CSA course up to nine weeks to get through a unit. Danielle was noting before we got started that this first unit is super super long, so might take your students quite a bit of time to get through this first unit. And then within a unit we have lessons. So this is 1.1, 1.2, 1.3, these are all lessons. And in other courses I would say that an estimated time for a lesson would be like 45 minutes to an hour, but I think in this CSA course there are so many opportunities for students to absorb some content, tinker with a file, take a check for understanding quiz, and then create their own code. There's just a lot here, so I would be hesitant to estimate a time that these lessons might routinely fit in.

But each of these activities are either a content delivery system or a check for how your students have absorbed that content. And so these icons indicate that there is a video or maybe some slides to click through for the students. This type of icon is a free response type question, so students will be asked to just use plain old English to answer some type of question. The check boxes are a check for understanding, so generally a one to three question quiz just checking in, making sure students have picked up the content from the lesson from the content delivery. The pencil icons indicate a coding activity where students will either have a little bit of starter code or maybe no starter code at all, have to start from a blank slate to complete a coding assignment.

And there are other types of activities sprinkled throughout also. We have some notes pages where students might just read through some information and interact with a simulation of some type. There are also in many of our courses debugging activities. Those have a little stethoscope icon where there is some code in the editor but it's broken and students have to find and fix those errors. So, lots of different ways for your students to get practice.

So, let's go ahead and jump into this first video. And you'll note that we can watch this video either hosted on CodeHS or YouTube if your district allows. But I'll just go ahead and click CodeHS and we'll see what these videos are all about.

Hi, let's talk about the study of computer science and algorithms. Computer science is the study of how computers work and how we can use them to solve problems. There are many different fields in computer science including programming, which is giving instructions to a computer, data science, which uses programming to analyze large amounts of data, and cyber security, which is about understanding how networks work and how to keep them secure. In this course, you will be focusing on the field of programming. When it comes to using computers to solve problems, an important note is that computers aren't very good at coming up with ideas for themselves. Instead, they're very good at following step-by-step instructions. This is why algorithms are at the heart of computer programming. Algorithms define step-by-step processes to follow when completing a task or solving a problem. To better understand algorithms, let's take a look at a classic example: making a...

All right, so these videos are really accessible. They're all updated with new content in this Cortado course and hopefully will be at least somewhat engaging for your students. And so as we're looking at these resources that students are going to interact with, I want you teachers in attendance today to be thinking about what classroom routines you already enjoy using. Like what is your teaching style and how are these student-facing resources, how can they fit in with your current routines in the classroom and with your current teaching style? If you are brand new to teaching this course, maybe playing the videos up in front on your projector is the way to go. But maybe once you get a year under your belt, you're more comfortable with the content, maybe you actually want to do the direct instruction and the teaching and you have access not only to the video but the slides. And remember, students do too because we are in the student view right now.

So up at the top here I can change from video to slides. And so maybe I am going to skip through these first slides and get straight to the meat of this lesson, which is some vocabulary, some essential computer science vocabulary. So students, an algorithm is a step-by-step process that a computer can follow to complete a task or solve a problem. We're going to be talking about algorithms all year long, so this is a really important term for you to understand. It's the thought process behind how we solve a problem. So you can teach from the slides just by clicking through them like I am here, or you can use the videos. And if you like direct instruction, if you like having your students all learning the same thing at the same time, perfect. We've got the curriculum for you.

If however, you really prefer students to be learning at their own pace, and that means if one student is on sequencing, that's fine, if another student is on loops, that's fine, too, students can also self-pace through this content. And we have teachers who kind of mix it up and do everything in between. So, while you're looking at these materials from the student perspective, be thinking, how does this fit in with my classroom routine and my teaching style and how would I envision myself using these in the classroom? So, I hear from Steve that we have a question for Danielle about the videos.

Yeah. Danielle, the question was for you about how basically how you use the videos in your class. So the question was do you generally watch the videos together in class or flipped, so in general, how do you deliver the videos to your students?

Yeah. So the first year that I got thrown into computer science I definitely was learning alongside the kids and I watched the videos. We watched the videos, we did everything together. And then as the years have gone on, I've gotten more and more comfortable. And so I know I skip some of the videos and I'll teach it. Some videos I really like and I'll play them. I kind of mix it up, but I really do like the video slides and I teach from the video slides personally in my classroom. I know someone asked if it's like a flipped classroom or something like that, but no, I personally like all my kids on the same track and I don't do a flipped classroom. I do like the videos for when kids are absent or when they're struggling, they get to like re-watch that. It's not just slides, it's also a video. But yeah, I personally am a little neurotic like that. I don't know that I could handle all the kids being at different places. So, we are together, so I specifically lock the other units and I just unlock whatever we're working on for today. Drives my kids crazy but it's okay.

I love that advice and insight into your classroom. There's just to me there's too much content on here, there's too many assignments for everybody to just be at their own pace wherever they want to be because I would be like, "Now, what assignment are you on? What are you learning about?" It would take me so long to catch up to each individual student to answer questions. I'm with you, Danielle. I would not function well in that.

Yeah, I seriously suggest not doing that if you're a first-time computer science teacher or if this is like new content for you and you're used to a flipped classroom. I don't know that it would be the best idea for you if this was like your first time. So, yeah.

Yeah. So, great advice there on delivering content to your students. And so, since we're in the student view, I want to point out that down here at the bottom, I can see all of the activities that are included in this lesson 1.1. And since I have finished flipping through the slides and watching the video, this little icon, this video icon has turned teal green. And that means I've completed it. I'm ready to move on.

So I'm going to click onto this next assignment, which is an open-ended reflection type question. And we are asked to develop an algorithm for an everyday life event. So choose a task you do frequently. Create an algorithm of step-by-step instructions. And we get an example of a poorly written algorithm for brushing your teeth and a well-written algorithm for brushing your teeth. So, I can click get started as a student and then I can just start typing away in here. I'm going to make a ponytail for my hair because normally my hair is up in a ponytail. So I would step one, find my hairbrush; step two, brush my hair and remove tangles; three, gather hair at the top of my head. And you can see how we could go through here and continue on with these steps. When students are ready to submit an open-ended activity, all they have to do is click submit and continue.

And we can move on to the next activity, which is another video. We've already watched a video, so I am going to skip ahead because I want to show you some other item types. Let's move on to this check for understanding. So, if you are following along side by side with me in your student account, we're going to move over to 1.1.5, which is this check for understanding. And I'm going to ask Steve to help me out with this quiz because I have yet to learn Java. I know JavaScript. I know Python. I do not know Java. So, Steve, question one. What is the name of the special method that is required for a Java program to run?

All right. Well, looking at this, I believe it would be main.

That was my guess, too. I see that word a lot in Java programs.

See, the chat's helping me out here. I was trying to remember because we have Java sandbox programs where they do use run, but in CSA it's main.

All right. Well, we'll see what happens when I click this check button. Yay, we got it right. Okay, so we get some fun confetti there when we get a question right. But let's get one wrong here. I'm just going to select an incorrect answer here. Which of the following code snippets shows correct indentation? Because I want to show you what happens when we get an answer wrong because you have some options from the teacher side about do you want to show this hint and this helper when students get an answer incorrect. So at least I knew my Java indentation. Okay. And so let's see which statement will print "the adventure begins" to the screen in Java. What do you think Steve? I bet we have to have quotation marks.

Yeah, that'd be a solid assumption there. And I think, yeah, so there's a couple key differences here. I think we're going to be good with that one if we want to get it right.

All right. Yes. All right. So, that's what a simple check for understanding looks like, both correct and incorrect answers. And then once we submit, that is all autograded and our bubble at the bottom of the screen will turn that teal green color.

So here is what Danielle was talking about with the PRIMM methodology—the predict, run, investigate, modify, make—and the txt files. These are investigate.txt files where we're really trying to help students use expert-written code to their best learning advantage. So, we're actually kind of forcing them here to look at the code, read the code, tinker with the code, and see if they can predict what will happen in different scenarios. So here students are directed to explore the System.out.println command by working through the tasks and questions below. We have to write some answers in the investigate.txt file. And here we see that predict, run, investigate piece. We will modify and make a bit later. So let's get started.

So here on the left hand side, this is important to coach your students. You'll probably have to do this a couple times before they're used to it. Here we have our Java file where our code is, but we want to click into the investigate.txt file to find the questions that we are supposed to be answering. So here it says investigate: remove the quotation marks around Hello World. What happens? All right. Well, I have to flip back to my Java file and I'm going to remove the quotation marks, click run, and it looks like we are getting some errors. So now I can go back to my investigate.txt file and I can answer the question: there are errors in the program. So there's a couple questions here to answer, three to be exact. And when I'm done, I can click submit and continue. Oh well, and it's mad at me because I didn't finish it.

So we can go to this first exercise, this first coding exercise where I need to print two lines to the console. And here I want to point out some of the features of our CodeHS text editor. First, the output area is where we can run our code, see how it's performing, but there's also this check code button and this test cases tab. So, this is where we can get an idea for what the autograder is looking for. Here, I'm supposed to print two lines, but I've sort of only printed one. And so, this is great for students when they're getting errors in the program. They're not passing the autograder. They're going to get some help here, some hints and useful tips for correctly coding their programs. So definitely get students in the habit of using this test cases tab.

The other useful item I want to point out here is the docs tab. So if this is students' first time learning Java, maybe they've already had some Python or already had some JavaScript, they're used to syntax, they're used to some data structures like variables, maybe arrays or lists. They're used to some control structures like loops and conditionals. But in every language those are written slightly differently. And so let's say for example I needed a loop in this program. I could open up the docs tab. If I forget how to write a loop in Java, I can go to control structures, navigate to for loops, and I can see the syntax for creating a for loop in Java. So I love this docs tab and the navigation in the drop-down menu.

The assignment tab will remind students what they're working towards, what they're supposed to be doing. The grade tab will show them any grades that have been passed back by the autograder or by you, the teacher. And then some important items in the more tab here. Again, these are things that you're going to have to coach your students into using because you can't have 10 hands in the air, students waiting for you to help them. It's just impossible to manage that day-to-day and effectively help students debug their programs. So, they need some resources to start that debugging journey on their own. They have the docs tab. They have the test cases.

I want to point out some other things that they have to help them. The first one is the code history. So, I really don't know any Java, so I'm going to use JavaScript. Let name equals... I don't even remember my JavaScript. All right, so if I make some changes in this code, what did we see there in the loop? Right, so you know, I'm typing away, I'm saving my code. Maybe I even copy some code here, save it again. When I click on the more tab and go to history, I can see snapshots of my code history. We don't have an undo button on the CodeHS IDE. And so instead, if students need to get back to a place in their code where it was working before they introduced a bug, or if they have just completely gotten off track and just need to reset their code to the starter code, they can look back in their code history and see these snapshots that get taken every so often and at different actions that they take. So that's important number one.

The other one is the video tab here. I love this feature because here students have access to the slide deck right next to what they're coding. And so students can look at the example code from the video and see if they can bring over any of that information to help them successfully code their program. So I love that student help feature.

The last one I want to show you is the conversation tab. And Danielle, I'll be interested to know if you use this in your classroom or not. I know some teachers do, some teachers don't. But if you are thinking of teaching asynchronously at all or assigning coding work as homework, using the conversations tab and coaching your students to use the conversation tab is going to be really helpful because then they can say, "Hey, I don't know where to start," and they can send you, the teacher, this message. You then will receive a notification and can jump right into this assignment and know quickly what they're asking about and where they need help. So Danielle, do you coach your students to use the conversations tab or do you just see them in class and ask them to raise their hand if they need help?

I just see them in class and they're very comfortable just, "Mrs. Carr, look at my screen," because I have like the screen monitor or whatever and we usually do it together. A lot of them have the same issues. So whenever they have problems with their code, I just end up doing it as a whole class. But like I said, I don't assign this as homework. This is all like in-class work.

Yeah, and that makes total sense. It would be really tough, especially at the beginning of the school year, for students to try to complete some of these coding assignments as homework. Sometimes they just need that touchpoint and reminders of the tools they do have at their disposal to help themselves, but it takes a lot of routines and a lot of reminding, right? All right. So, a couple more questions for Danielle here. Anything in the IDE that your students find really helpful when they are looking for debugging help or any kind of ways that you use the student side for pair work or partner work?

Yeah. So the main thing that they really like is the docs tab. I've had lots and lots of students use that. And then I also wanted to bring this comment up about the check code and the test cases. So sometimes I tell them to do both. So sometimes I'll have them check their cases, and if it doesn't work, it doesn't necessarily tell them what was wrong in their code or where. It depends on like the problem. And so I'll have them run it as well, and then they go through and they'll find their error that way. So having both of those options has been helpful. I've noticed them getting better at finding their errors and problem solving on their own because I use Python's course for principles, so my students when they take APCSA they're very used to CodeHS. So they're good at starting to find their own errors towards the end.

Yeah, definitely takes some practice and some skill building for sure. So I think you answered this question about classroom routines, so that's perfect. And just a reminder to folks in the audience, you know, we have lots of different implementations of the curriculum. So thinking about, you know, are you okay with students self-pacing or do you want to do more teacher-directed instruction? Are you going to coach students individually or do you want to get together and have classroom whole class activities that you want your students to do with maybe the handouts in the lessons, or just doing a debate about which algorithm is better—like all of these kind of unplugged activities also definitely support student learning and so we encourage you to take a look at all the resources you have. I think you already answered this question also about delivering content, so we will move on. Danielle, was there anything else about the investigate.txt files that you wanted to say or I think grading those was something I heard throughout the year that was kind of difficult for teachers? So, do you grade every single PRIMM lesson's txt file?

With the pro version, I have access to the grade book. But when I didn't have the pro version, I just had the free version, I would have the students show me like all the green circles that were completed and that's how I used to grade it. But with the txt files, yes, they are challenging to grade because we're like messing with things and trying things out. And so, like I said, because I do them in class, a lot of the times I don't even need them to submit it because really truly we're just like looking at it and messing with it. So, it just depends on how you're implementing that in your classroom. But no, I really like the txt files. Sometimes the kids weren't fans because some of them are kind of long, especially when you get towards the end of the curriculum. They're pretty in-depth investigations, but the kids did say they were very helpful.

Good context there for using those for sure. Yeah, got through that. Okay, so coming around back around to this thinking on what does this look like in your classroom, folks. If you are a teacher who really likes to do bell ringers or do-nows in your classroom, if you like to go unplugged in your computer science teaching, if you enjoy an exit ticket, I encourage you to look through the lesson plans and the handouts that are in the assignments. So, I'll show you where to find those now. And I will say obviously with this caveat that the lesson plans for a full course are a pro feature, but you get a preview of the lesson plans—I think it's the first five lesson plans in every course are available to free teachers also. So I'll show you where to find those. So whether you are a pro teacher or a free teacher, you still know where to find the lesson plans.

So, I'm going to head back to my Cortado course here. And over on the left hand side of the navigation bar in the assignments toolbox, I'm going to click on the assignments app. And from this view, opening up the units, all of these purple icons are our lesson plans. You can also access a slightly different view by coming up to this horizontal menu and clicking on materials. This kind of gives you a high-level view of not only the lesson plans and the syllabus for the entire course but the handouts that are available in each lesson along with the assignments that students have to complete. So these are the ones like we watched this video together, we looked at this algorithm open-ended question together, we did this quiz together when we were over on the student view, and you can see that there are two handouts that you might want to consider printing out or providing digitally to your students also.

So let's dive into this lesson plan and kind of preview the structure. So we provide student-facing objectives. So, if you are working in a district or a school where that's something you need to post and review with your students each class, we have these all ready for you. The activities are what the students see on their side of the platform. Solution references and problem guides are your answer keys. And so, for example, if I bop into this Hello World assignment, then we have the instructions that the students see. Oh, this one doesn't have... Let's see. Let's try the ascii art, see if it has solution code for us. Here we go. Okay. So, here we have some solution code and we can run it and see it, what our students are supposed to be creating. And then we for our more complex assignments, we also have "explain this to me" videos, and these are our curriculum development team members walking through step-by-step the solution code for the problem. If you come across an assignment and you need an "explain this to me" video, you can click this request video button. Otherwise, there will just be like a video player here for you to watch that step-by-step guide through the exercise.

Scrolling down, we have vocabulary and the handouts again. And then we get into a breakdown of like how long this lesson might take and how long the individual activities that students complete might take. And then what I love is the discussion questions. If you are a teacher who's used to a class routine of bell ringers, these make great bell ringers that you could provide to your students. We give you the questions and sample answers. If you're a teacher who likes exit tickets, these end of class questions make great exit ticket questions and help you confirm students' learning for that lesson. And then Danielle was saying she likes to teach from the teacher slides, and you can actually make a copy of these slides for yourself, edit them, and use those in class for direct instruction if you prefer to do that over showing the videos or having students watch the videos individually. So that's the general layout of lesson plans and hope you find those really useful.

So Danielle, one thing that we hear occasionally is, "Oh, this this seems kind of repetitive. You know, nine weeks in, my students are getting kind of bored." When do you sort of shake up your classroom routine? And what signals are your students giving that they're maybe ready for a change of pace?

I don't know if it's like my classroom management style, but my kids are always very honest with me and they tell me like, "Mrs. Carr, this is we're done." Like, "We're over it. We need something different." And it really truly just depends on where I'm at in the curriculum and what we're doing. I usually have projects that are outside of I use CodeHS's sandbox, but like the projects that I have are outside of the CodeHS curriculum. And so it just it truly depends where we're at. If it's a day where, you know, I'm not feeling like doing those investigate txt files and I'm not feeling like watching or going through this PowerPoint slide, I will pull one of those out. It just depends on where we're at in the curriculum. Sometimes I say, "That sucks. You got to suck it up."

The students will always let you know though, right? Yeah. Awesome. Well, let's talk a little bit about Java for those of you who are unfamiliar. It's a language generally reserved for our more experienced student programmers. Danielle was saying her students come to her with some Python experience generally before they're tackling this APCSA course. But if you do want an intro-level Java course, we have Introduction to Java Latte that students might be interested in. And then of course our CSA Cortado course is our advanced course. And in general, Java was built for back-end development. And it's used in a lot of enterprise software, mobile applications, and back-end systems. And lots and lots of companies use Java, big tech company names as you can see there on the slide.

Stephanie, really fast. The Latte class, I'm so sorry. She's learned how to scream, so it's like her favorite thing to do here. The Latte class, the intro, I actually spoke to a teacher and I thought this was like a phenomenal idea. A lot of the AP classes at my school, they give summer work, and so they created the Latte class as a summer thing and they did specific activities that the kids had to do, and they gave them the code as like their summer work. So that's something that if you're interested in, that was I thought it was a fantastic idea.

Yeah. Thank you for sharing that. That is a great idea. For those of you who can assign summer homework coming into AP courses, that would give your students a leg up for sure. So we saw some of the Java syntax earlier when we were in the example lesson as a student, but this is definitely a more abstract language. There's a lot here that you just can't read it and necessarily know because you know English what's happening here. So definitely a more complex language. Danielle, what concepts do students commonly struggle with and if you can think of an example, what kind of scaffolds do you put in place in that moment?

So mine's just I feel like maybe my answer won't be very helpful because I feel like my kids come in with experience already. So the one thing at the very beginning of the year that they struggle with is the print versus print line. Some of them struggle with because we do Python which is just print and no matter what it goes to the next line after. And so sometimes they struggle with when to use print and when to use print line, especially like when you're getting user input. If you want user input on the same line as the question, you should use print but then you have to make sure you have a new line somewhere else, you know, things like that. Towards the end, I would say probably the sorting and searching is pretty challenging and I tell the kids that they don't have to necessarily memorize those algorithms for the AP exam or anything like that but to understand how they work. So for those ones I really do do the investigate txt files. Trying to think, I think that's that's pretty much it. I think it's just I'm a little lucky because they have to take my other class first.

No, that's that's great insight. Nonetheless, any misconceptions that we can kind of anticipate and plan for always makes for a smoother next year, right? So definitely encourage your students to bring what they know from other coding languages, control structures and data structures, and to a certain extent they might even have experience with files that they've done some web development, you know, and so all of this transfers. All of this can bring students can be a stepping stool for students into Java. Danielle, what advice do you have for teachers who maybe are a day ahead and learning Java themselves right alongside their students?

Yeah, that was me. My biggest piece of advice is you don't have to know the entire curriculum before you start teaching this. When I first got hired, I was teaching four different languages because I had four different classes and I had never taught high school before and I had never taught computer science before. And so I was a little overwhelmed and I apparently did a fantastic job of hiding it. I had a kid ask me a question at one point like, "Well, what if I did this?" And I looked at him and I finally said, "I have no idea." And he was like, "What do you mean you have no idea?" I was like, "You do realize like I'm a day ahead of you." And he goes, "No way."

So it's okay to be honest with your kids. I think they'll appreciate it more when they know that you're also learning and you're not trying to be the expert in the room, because you are going to have kids in your class that are way ahead of you and you have to be comfortable with that. So I always tell teachers that are transitioning into this or learning this for the first time, it's okay to just be a day ahead of the kids. It's okay to also learn it at the same time with them. I think my favorite lessons were the ones where I was also learning. I'm like, "All right, guys. Let's learn this together because I have no idea what this is." And like we worked on it together. I think the kids were more engaged and willing to pay attention if they knew you were also learning at the same time.

Thank you for that reassurance. That is I feel better about it already. You're doing great, Stephanie.

All right, so let's talk College Board and the AP test. So, here are some key dates to note. And I did not put this link into my speaker notes. So, Steve, do you mind grabbing this link from the slide, the calendar link from the slide, and throwing that in the chat for folks, please? So, Danielle, I've never been through the AP process before. Anything you want to say about these deadlines?

A lot of that you can't do. A lot of the AP classroom stuff you can't do until your principal adds you as an instructor for that year. So the College Board stuff is not a big deal. Late April finish. I finished in May. That's okay. And then as long as you finish the content before the AP exam, you should be good. But yeah, nothing too challenging here. Okay, perfect.

And so for the for the exam itself, things did change on the exam and in the course framework last year. And so for the first time, this new ratio scoring happened where the multiple choice became 42 questions, 90 minutes of students' seat time and 55% of their score, and covered all of the computational thinking practices on the multiple choice questions. But mostly included individual questions, occasionally some two-question sets. Danielle, did you get any reports from your students on how they felt about those two-parters or any of this multiple choice section?

Honestly, every single kid told me that what we did in class was harder. So, that's all they said. They were all saying how amazing they felt. So, good. Like I said, I'll get back to you.

And then section two of the exam is the free response, and there are four questions that are structured around these topics listed on the slides. Again, another 90 minutes, but College Board took it down to 45% of their score this year. And I've never seen a free response question. Danielle, do you want to talk about that portion of the exam?

Yeah, that FRQ was released already and there are lots of answers posted out there. I thought that that was very easy. I was nervous with the new distribution and everything that they were making it harder or whatnot, but I think that the FRQs, they really narrowed down what they were looking for in each one and they did a good job of not expecting all this extra stuff and really just focusing on what they wanted the kids to know. So, I thought they were pretty simple. But like I said, they're out there. So, yeah.

So, can you bring us back to the weeks leading up to the test? What is your prep strategy? I know you mentioned that you do use the CodeHS review course. Do you do any kind of like self-assessment so students know where they're still weak and where they need to practice, or is it just like, "Hey y'all, you know what you learned, here's some help"?

Yeah. So, I take old AP exams and I have them do them in class. So, I do a practice exam where I actually time them. So, my classes are exactly 90 minutes. So, we spend one whole class period taking the test, and the next class period I give them the answers. We do the answers together and then I go through like 10 questions at a time. "Did anybody want me to go through any of these 10?" and we talk through them and they find their weaknesses. And then my school buys them an AP practice book. I can't remember, I think it's Barron's, maybe Barron's book, whatever it is. And so I give that to them. There's also practice tests in there. And then they have access to the review course, and they have access to College Board, and then I give them another practice test if they want it. So, and then we do practice FRQs from previous tests, so previous years.

Those are a fantastic library of options there for for your exam prep. And I can see now why you really prefer also to keep all the students learning the same thing at the same time, because they've got to get through so much content. If you left it up to them, some of them might not be prepared in those final weeks and be really really scrambling.

Yeah. No, we're together as much as they hate it.

All right. So, AP classroom separate from CodeHS, but a lot of teachers use AP classroom as a supplement to the CodeHS curriculum. Do note that the lesson topics and numbers in Cortado now match those on the College Board. So, you can more easily find the multiple choice question practice. And under the AP classroom question bank, you can also find lots of updated FRQ practice questions to use with your students. So, we wanted to point those out. Danielle, what's your ratio of kind of CodeHS to College Board? What advice do you have for teachers navigating the College Board site and system?

Yeah, I actually I don't really use College Board's website. I truly open all of the assignments towards the end of the year when they're practicing for the AP test. I stay strictly in CodeHS. That's just my preference. I do know I've seen teachers use that as test review for each unit or whatever, but me personally, I just stuck with CodeHS.

Well, that makes me happy then to hear that your students felt well prepared and you were relying on us. Seriously. Well, like I said, I'll let you know when I get the results. All in. All in. I love it.

All right. So, let's pivot away from the College Board focus and come back to CodeHS tools. Is there anything unique you do before the beginning of the school year to kind of get set up? Now that you know this Cortado course content better, is there anything you'll modify or delete next year? Um I guess yeah just what are you thinking? What's what's in the back of your brain for next year?

Yeah. I think the units are just very big and what I think a lot of teachers liked previously was that you did one topic. You know, there was a unit on arrays and there was a unit on ArrayList and there was a unit on 2D arrays, and now it's all in one unit. I think this coming school year I'm going to try to be a little more focused like the previous organization. So I might have more like quizzes or projects or tests to be more focused on those topics. But I don't know that I do anything unique other than just join the class and I lock everything.

Yeah, those pacing settings on the platform are very helpful for sure. You very briefly touched on this with the videos and encouraging brand new teachers to lean into the videos, let let them teach the content. But zooming out to like kind of the whole Cortado package, what advice would you give a first year CodeHS user about changing out or editing anything in Cortado? Modifying anything? Yeah, a first year teacher.

Yeah, I don't know that I would take anything out. I don't know that I would edit. Honestly, if this is your first time teaching coding period or your first time teaching this course, I truly like wholeheartedly rely on CodeHS. And as you get more comfortable and more familiar with the content, that's when you can start modifying and editing. Just from my own personal experience going from elementary to high school and like I said, like teaching fourth grade math to teaching high school computer science, I wholeheartedly would rely on CodeHS or whatever curriculum that you have, and I wouldn't modify or change anything until you're comfortable with it. That's just my personal opinion and my personal advice and what I did.

No, but it it rings true. I mean, I'm very blessed now that I'm out of the classroom to have time to dig into like research. I'm a huge research nerd and I've learned since coming to curriculum development and coming to professional development work that it can take three to four years to adopt new high quality instructional materials. And so, you know, as teachers, we always want to get it right for our students, but that's impossible. And so, every year we're going to improve. Every year we're going to learn how to anticipate stumbling blocks our students might encounter. And we're going to learn, like you said, Danielle, to to rely on that high quality instructional material being aligned to the College Board expectations. And once we trust in the curriculum, we can then spend our teacher art time, right? Like teaching is a science, but teaching is also an art. So we can we can use the art of teaching to connect the materials to our students' lived experiences. We can modify assignments so that they're more engaging for our students and topics they're passionate about. That's the art of teaching.

The science of teaching is making sure that the instructional materials are aligned to, you know, whatever framework or standards you're trying to teach and are developmentally appropriate and grade level appropriate. And so the the science of teaching check, right? Like CodeHS has done that piece and now it's up to you to be the artist and to use your teacher intuition to take this high quality instructional material—and it's going to take three or four years before you know it in and out—and mold it to what interests your students you're seeing that year in that classroom. Right.

Awesome. Okay. So strategies for managing communication. You said, you know, you see your students every other day, 90 minutes, you get a lot of face-to-face time. Thinking maybe not about like assignments, but just about the expectations of an AP level course, how do you get your students to wrap their mind around this is a rigorous course and how do you help them when when they're struggling?

I think because it is an AP course and it is difficult, and I let my kids know that it's difficult before they sign up so they have that expectation. "Hey, this isn't like principles and this isn't like the game design class where we have a lot of fun." You know, this is a we are we're coding basically bell-to-bell and you know, there is homework and there's tests and quizzes and your handwriting things and all of that. I think I do a lot of check-ins with them. And whenever I have a chance, I do give them I don't want to say like a free period, but a class period to catch up. I think because they're not used to the amount of coding from bell to bell and you know all the homeworks and stuff like that. And I'm a pretty I like to say nice teacher. I let them turn in late work for full credit. And so a lot of the times that's when they're not turning in homework because they don't know how to do something and they're perfectionist kids that don't want to turn in something that they don't know, and so then they get caught behind. So I implement a couple of days in each unit where it's like a catch-up day and that's where they ask me all their questions. And I find that when I start grading homeworks, I'll notice common errors with all of them. And so those are the days that I go back and I say, "Hey guys, I noticed all of you did this. Let's fix this because that's not right." So that has been a really positive thing for me. And so squeezing those days in when I can has been helpful.

I love that idea. We do have one question from the Q&A that if we if we have a second really quick. Yes, go ahead. Yeah, and Danielle, I think you you definitely we talked about this a little bit earlier too, but this is a good question. I think specifically it brings in Python. So, the question would be and this is actually a great one for the chat, too. So, interested if for anyone any teachers who fall into this situation too, feel free to put your ideas in the chat. But if a student has had Python programming experience before, but now they're transitioning to Java, but specifically with classes and objects being a relatively new concept, are there any recommendations for kind of like since those concepts, especially classes and objects since it's something new for the first time or Python programming coming into Java, any recommendations for how to make that transition easier for students?

Well, I mean no good question. I think at the beginning when you're focusing on: okay, this is how we made a variable in Python, this is how we make it in Java; this is how we print in Python, this is how we print in Java; how we did, you know, for loops and how we do while loops. I think a lot of times I refer back to their Python experience. "Okay, remember we did this in Python. This is what it looks like here and it's a lot more syntax heavy." I think once they get those basics that are taught at the beginning, I think moving into classes and objects is is fun and new and interesting to them. Whereas before it was: okay, this isn't new, it's just I have to learn how to write it in this language. So, I think once they have those basics and they're they're done learning how to, you know, write a variable, all the basics and stuff, like I said, the classes become fun because it's different and new. I don't really know that I have advice or anything like that. So, I don't know if I answered that question or not.

No, I agree. Sometimes like the just the positive framing around a difficult concept can make all the difference. Yeah. And yeah, I actually when I taught I had the exact same setup. My students did Python before, then they came into Java APCSA and that is the one time where it's like different. Yeah, classes and objects are in Python. My students took APCSP and so they didn't really get into it that much in Python. Neither. Yeah. Yeah. But I would say for those ones, any of those concepts that were relatively new to them, something that like I really liked about CodeHS because I used it in my classroom when I taught too is those examples. I would just do those examples. Like those would be ones that we would spend a lot more time on maybe than other examples, really making sure that like the syntax we understood, we would do a lot together.

Yeah. And I think I think Parog just put that in the chat as a good a good suggestion, too. Kind of like trying out code and fixing errors together would be I think a great suggestion for that. I think specifically for classes I've always done... I did a training many years ago and someone suggested the Potato Head class, so they created like when you have a Potato Head, right? Like what are the things that you can have and that they all have, right? And so those are your instance variables. They have eyes, but what kind of eyes? Are they the angry eyes or are they the happy eyes? Right? Are they open or closed? Things like that. And so that's the only like fun thing I think I did that helped with classes was like creating classes together on something that was like fun, you know? So making a Potato Head.

Oh, I love that. I mean, that's what computer science is all about is making these really abstract concepts concrete, right, for our students. Oh, well folks, we have come to the end of our time together, unfortunately. Danielle, thank you so much for all of your classroom insights and your advice. Couldn't have done this without you for sure. And so we'll encourage folks if you need any help in the future, Steve has been dropping some knowledge-based articles in the chat, but that knowledge base is there for you anytime. So if you think, "Oh, Danielle mentioned the sandbox, what is that?" you can go to our knowledge base, search sandbox, and you will find out how to use the sandbox, how students can collaborate in the sandbox, anything you want to know about a CodeHS sandbox. So definitely use the knowledge base as your frontline learn more about CodeHS and its features and tools, and then reach out to support if you don't find what you need there. Our support team is fantastic.

Please stay in contact if you have social media, we are there. And other than that, we would love to know how we did today and would love to know if this webinar fit your needs and your expectations. And please give Danielle a shout-out and some glows in there, although she always asks for like the most critical feedback.

Yeah, I truly love mean feedback. I call it mean feedback. Critical feedback, whatever. But I do know I should not have my baby here. I'm very sorry, grandma decided to go out of the country, and so I didn't have a babysitter. So, you know, don't write that I shouldn't bring the baby next time because I won't. I promise. But other than that, I love constructive feedback. So please be mean.

Oh, no. We love Viola. We love that you're here and we appreciate all the great advice again. And so when you're done with the webinar survey letting us know how we did, then the last thing is to get you your certificate of completion. So if you click on that link in the chat, you'll just be directed to a web page that says thank you for attending and then a certificate of completion will follow via email. We do have a few more sessions in our summer webinar series and you can find out more about Python, APCSP, the brand new AP cybersecurity course being launched this school year, and then some AI tips and tricks for educators. And so we thank you so much for being here y'all. Danielle, one last thank you and bye baby Viola. We'll see you later.

By. Ah, love it. All right, folks. That is it for us today. Thank you so much for being here and we'll see you next time. Bye. Thanks, Steve.