[Replace Image] A New Era for Advanced Placement: Computer Science Principles & Innovative Problem Solving MENA Teachers Summit, Dubai 2017.

[Replace Image] A New Era for Advanced Placement: Computer Science Principles & Innovative Problem Solving MENA Teachers Summit, Dubai 2017

Agenda Advanced Placement Courses
The need for AP Computer Science Principles (AP® CSP) Course and exam details Become an AP CSP teacher Bring AP CSP to your school Q&A

Advanced Placement Here is what educators and students have to say about this course. [Display introductory video]

What is AP®? College Level work in High School
College Board’s Advanced Placement Program® (AP®) is composed of challenging college- level coursework and assessment taken while still in high school AP course syllabi, content indicators, and skill measurements are the result of constant collaboration and partnership between secondary school teachers and college level faculty and reflect what is taught during introductory college courses. Students take AP Exams at the end of the course, measuring their mastery of college- level work. A score of 3 or higher on an AP Exam can typically earn students college credit and/or placement into advanced courses in college. 38 AP courses including Computer Science A and Computer Science Principles Source: Bureau of Labor Statistics

The Need for AP CSP Here is what educators and students have to say about this course. [Display introductory video]

Why AP® Computer Science Principles?
Of the more than 9 million STEM jobs available in the next decade, half will require computing experience. STEM Careers in 2020 (Projected) Computing Architecture/Engineering Life Sciences Social Sciences Physical Sciences Mathematics Others 2.8 M The inspiring video we just watched highlights the value and importance of this course in instilling confidence and providing opportunities for students to create their future in career fields that will be in high demand over the next decade. The Bureau of Labor Statistic anticipates that of the 9 million STEM jobs available in the next decade, half will require computing experience. Computer science experience is fast becoming an imperative for today’s students and the workforce of tomorrow. To address the challenge of making computing coursework more engaging and accessible for all students, and to better prepare a pipeline of STEM majors, the College Board, with the support of the National Science Foundation (NSF), has developed the Advanced Placement (AP) Computer Science Principles course. Schools will be able to begin offering this new AP course in the fall of 2016, with the first exam administration scheduled for May 2017. AP Computer Science Principles introduces students to the fundamentals of computing and the creative aspects of programming. Few areas of study today possess as many real-world applications or open as many doors as computing. This new course was designed to reach a broader range of students — including those typically underrepresented in computer science — by helping them experience the relevance of computing skills to their college and career plans. AP Computer Science Principles is multidisciplinary in nature, so science, technology, engineering, and math (STEM) teachers are encouraged to draw on their expertise to teach the course. 4.6 M 0.1 M 0.1 M 0.4 M 0.6 M 0.6 M Source: Bureau of Labor Statistics

A Computer Science Background Improves Earning Potential
The inspiring video we just watched highlights the value and importance of this course in instilling confidence and providing opportunities for students to create their future in career fields that will be in high demand over the next decade. The Bureau of Labor Statistic anticipates that of the 9 million STEM jobs available in the next decade, half will require computing experience. Computer science experience is fast becoming an imperative for today’s students and the workforce of tomorrow. To address the challenge of making computing coursework more engaging and accessible for all students, and to better prepare a pipeline of STEM majors, the College Board, with the support of the National Science Foundation (NSF), has developed the Advanced Placement (AP) Computer Science Principles course. Schools will be able to begin offering this new AP course in the fall of 2016, with the first exam administration scheduled for May 2017. AP Computer Science Principles introduces students to the fundamentals of computing and the creative aspects of programming. Few areas of study today possess as many real-world applications or open as many doors as computing. This new course was designed to reach a broader range of students — including those typically underrepresented in computer science — by helping them experience the relevance of computing skills to their college and career plans. AP Computer Science Principles is multidisciplinary in nature, so science, technology, engineering, and math (STEM) teachers are encouraged to draw on their expertise to teach the course. A computer science major can earn 40% more than the college average. Source: Code.org

Why AP® Computer Science Principles?
The Diversity Challenge Percentage of Computer Science Majors Who Were Women Percentage of Today’s Software Workforces 1985 2009 2012 Male Female Asian Hispanic Black 80% 20% 29% 5% Note to Presenter: Speak about the chart Unfortunately, computer science has struggled to attract the same diversity of voices that other STEM fields and industries are starting to discover. One of the goals for creating this new course is to encourage participation among a wider diversity of students – including under-represented students and minority. In development since 2008, AP Computer Science Principles was created with significant support from the National Science Foundation. The College Board worked with more than 50 leading high school and higher education computer science educators who piloted the program at their institutions. This rigorous process of development and testing has yielded a course that not only reflects the latest scholarship in the field, but provides students with a relevant and engaging learning experience. Over 90 colleges and universities have already stated their support for the course, with the majority anticipating they will award college credit for high exam scores. AP Computer Science Principles is designed to open a pathway for students to continue studies in college-level STEM and computing courses, positioning them for success in college and in a wide variety of disciplines and industries. 4% 37% 18% 18% Source: Department of Education Source: Bureau of Labor Statistics AP CSP is designed to encourage broader participation in computer science, especially among women and minorities.

Two AP® Computer Science Courses
Computer Science A Computer Science Principles Course Goal Encourage skill development among students considering future studies & career in computer science or other STEM fields Encourage broader participation in CS & STEM, including AP CSA Curricular Focus Problem solving and object-oriented programming Big ideas of computer science (including programming) Programming Language Java Teachers choose Assessment Experience Multiple-choice and free-response questions Multiple-choice exam Two performance tasks administered by the teacher, and students submit digital artifacts When AP Computer Science Principles launches in the academic year, AP will have two computer science offerings, and students can take either course in any order. Currently one of the fastest growing AP courses, the AP Computer Science A course and exam continues to focus on computing skills related to programming in Java. The new AP Computer Science Principles course will complement AP Computer Science A as it aims to broaden participation in the study of computer science. Students can take either course in any order. There is no pre-requisite to taking AP Computer Science Principles course. Note to Presenter: Talk about the similarities and nuances of Computer Science A and Computer Science Principles course. AP Computer Science A Curriculum is focused on object-oriented programming and problem solving Java is the designated programming language Encourages skill development among students considering a career in computer science or other STEM fields AP assessment experience: Multiple-choice and free-response questions AP Computer Science Principles Curriculum is built around fundamentals of computing, including problem solving, working with data, understanding the Internet, cyber security, and programming Teachers choose the programming language(s) AP Computer Science Principles also encourages skill development among students considering a career in computer science or other STEM field. It is also designed to encourage broader participation in CS & STEM, including AP CSA Multiple-choice exam Two performance tasks administered by the teacher, and students submit digital artifacts

A Collaborative Process
Development of AP® CSP Goals A Collaborative Process Make computer science more engaging and accessible Reach students underrepresented in computer science Better prepare students for the job market of today – and tomorrow Partnership with the National Science Foundation since 2008 Educators from over 50 leading high schools and higher education institutions piloted the course Prior to launch, over 90 colleges and universities created policies to grant credit and/or placement Unfortunately, computer science has struggled to attract the same diversity of voices that other STEM fields and industries are starting to discover. One of the goals for creating this new course is to encourage participation among a wider diversity of students – including under-represented students and minority. In development since 2008, AP Computer Science Principles was created with significant support from the National Science Foundation. The College Board worked with more than 50 leading high school and higher education computer science educators who piloted the program at their institutions. This rigorous process of development and testing has yielded a course that not only reflects the latest scholarship in the field, but provides students with a relevant and engaging learning experience. Over 90 colleges and universities have already stated their support for the course, with the majority anticipating they will award college credit for high exam scores. AP Computer Science Principles is designed to open a pathway for students to continue studies in college-level STEM and computing courses, positioning them for success in college and in a wide variety of disciplines and industries. Schools began to offer AP CSP in Fall 2016, with the first exam administration taking place in May 2017.

The Largest Course Launch in AP History
The Numbers In 2,500 schools administered exam with 2,600 teachers trained for the course 50,000 students took exam in 49 states Success Participation in CS by females and underrepresented minorities doubled as a result of AP CSP launch. AP Computer Science Principles is the largest course launch in AP’s history. 50,000 students took the exam on May 5th. The exam was administered in over 49 states at 2,500 schools. About CSP Of the more than 9 million STEM jobs available in the next decade, half will require computing experience. To encourage participation in computer science among a wider diversity of students, the AP Program launched AP Computer Science Principles in Fall 2016. AP CSP IS FOR ALL STUDENTS. THEY DO NOT NEED ANY PREVIOUS CS EXPERIENCE TO TAKE THIS COURSE. AP Computer Science Principles introduces students to the essential concepts of computer science and challenges students to explore how computing and technology impact the world around them. Along with the fundamentals of computing, students will learn: Creative problem solving through programming How the internet is built and issues of cybersecurity Global impacts of computing and present-day innovations AP CSP Success As a result of the new course launch, we have seen participation in computer science by females and underrepresented minorities double. In 2017, we had 27,400 females participate in computer science courses – compared to 13,500 in 2016. In 2017, we had 20,100 underrepresented minority students participate in computer science courses, compared to 8,500 in 2016. Take Action Inform your administrators, principals and teachers about this new course, so that it can be taught at your school. Explore Endorsed Providers Add Course and Recruit Teachers – teachers in disciplines other than CS can teach this course Check Recommended Classroom Resources – make sure your school/classroom aligns with course recommendations Recruit Students – especially those underrepresented in Computer Science Submit Course Audit Info – Deadline January, 2018

Engaging All Students Students will learn:
“Every student has this ability to create things that they didn’t even imagine they could create. And when they do, it starts to draw them in and inspire them to think well beyond what they even imagined.” Creative problem solving and real world applications How to apply computational processes to analyze large data sets Programming and impacts of computing innovations How the Internet works and important cyber security issues AP Computer Science Principles introduces students to the central ideas of computer science and challenges them to explore how computing and technology impact the world around them. With a unique focus on creative problem solving and real world applications, this rigorous course promotes deep learning of computational content, develops computational thinking skills, and engages students in the creative aspect of the field. AP Computer Science Principles can help students prepare for success not only in computer science majors and careers, but throughout a broad range of other fields and interests. Along with the fundamentals of computing, students will learn: Creative problem solving How to apply computational processes to analyze large data sets Programming and global impacts of computing Internet structures and important cyber security issues Students will also have an opportunity to: Use computer science to address real-world issues that interest them Create programs or technology that have practical impact Gain skills relevant across other disciplines and industries What’s the best way to identify students for this course? Those who have successfully completed Algebra I and those with an interest in other STEM courses—particularly math and science—may be good candidates. However, any student with the proficiency to take AP has the potential to succeed in this course. —Richard Kick AP® Computer Science Principles Teacher

Course and Exam Details

Overview of Curriculum Framework
Computational Thinking Practices Connecting computing Creating computational artifacts Abstracting Analyzing problems and artifacts Communicating Collaborating The AP Computer Science Principles Curriculum Framework focuses on the innovative aspects of computing as well as the computational thinking that helps students make connections to their everyday lives. Students who take an AP Computer Science Principles course using this curriculum framework as its foundation will develop a range of skills vital to success in subsequent college courses, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The flexible and rigorous AP Computer Science Principles curriculum framework allows you to work from an established curriculum or develop one of your own. The computational thinking practices: Capture important aspects of the work computer scientists engage in. Help students coordinate and make sense of knowledge to accomplish a goal or task. Enable students to engage with course content by developing computational artefacts and analyzing data, information or knowledge required for computer science. Require student to learn to collaborate and build computational artefacts and communicate their purpose Because the content and the computational thinking practices are equally important, each learning objective directly correlates to a thinking practice.

Overview of Curriculum Framework
Big Ideas Creativity Abstraction Data and Information Algorithms Programming The Internet Global Impact The framework is organized around the investigation of seven big ideas, as listed on the right side of this slide: creativity, abstraction, data and information, algorithms, programming, the internet and global impact. These big ideas are fundamental principles identified through research with higher ed institutions to be foundational computing knowledge for all students The major areas of the course content that are organized around seven big ideas: Are foundational to studying computer science. Connects students to a curriculum scope that includes the art of programming but is not programming-centric Contain enduring understandings that students should retain from their experiences A set of essential questions are included under each big idea which help students consider connections to the content of the big ideas. Additioanlly, each of the big ideas contain enduring understandings, which specify core concepts that students should retain from their learning experience. Each enduring understanding is aligned with at least one or more learning objectives (LO) that provide a detailed articulation of what students are expected to be able to do by the end of the course. Each learning objective has a listing of essential knowledge statements that specify facts or content that students must know in order to be able to successfully demonstrate understanding of the learning objectives. The creativity big idea has students applying a creative development process to creating computational artifacts. The computational artifacts that will be created throughout the school year can be for creative expression or to solve a problem. Students are expected to modify or combine existing artifacts and work collaboratively. Abstraction reduces information and detail to facilitate focus on relevant concepts. Everyone uses abstraction on a daily basis to effectively manage complexity. In computer science, abstraction is a central problem-solving technique. This course requires students to use abstractions to model the world and communicate with people as well as with machines. Data and information facilitate the creation of knowledge. Students are expected to use computers to process information, find patterns, and test hypotheses to gain insight and knowledge. A simple definition of an algorithm is a step by step process. Algorithms are used to develop and express solutions to computational problems. The programming big idea is language agnostic, which means that the teacher can choose which language or environment they wish to use to teach the programming content. Some popular choices include: Alice, Scratch, JavaScript, Java, Python, EarSketch, Snap! and many more. Teachers are encouraged to consider the experience level of their students as well as what they feel most comfortable using when choosing a programming language. Programming enables problem solving, human expression, and creation of knowledge. The Internet includes how the internet works, how information is sent via the internet, as well as cybersecurity. Global Impact focuses on the students ability to explain how computing innovations affect communication, interaction and cognition and impact innovations in other fields. Students need to analyze the positive and negative social, cultural and economic impact of computing.

Illustration from Curriculum Framework
Big Idea 2: Abstraction Data Abstraction: LO Describe the variety of abstractions used to represent data. LO Explain how binary sequences are used to represent digital data. Procedural Abstraction: LO Develop an abstraction when writing a program or creating other computational artifacts. LO Use multiple levels of abstraction to write programs. LO Identify multiple levels of abstractions that are used when writing programs. Abstraction and Models: LO Use models and simulations to represent phenomena. LO Use models and simulations to formulate, refine, and test hypotheses. Note to Presenter: Give an example of Abstraction in a computer science setting. Consider adding some examples from common experiences like: Braking in your car Turning on lights in a room Abstract Art – “Art is the elimination of the unnecessary.” – Pablo Picasso Maps – New York Subway, Legend – set of symbols on a map Abstraction reduces information and detail to facilitate focus on relevant concepts. Everyone uses abstraction on a daily basis to effectively manage complexity. In computer science, abstraction is a central problem-solving technique. This course requires students to use abstractions to model the world and communicate with people as well as with machines. The abstraction big idea can be seen both through data, procedurally, and through the use of models and simulations. Abstraction provide us with a way to make generalizations so that we can communicate in a way that everyone can understand. When considering Data Abstraction, students will need to understand how abstraction is used when a computer stores data in terms of bits. Programs on our computers are interpreting a large number of bits that make up this presentation and displaying it in a form in which everyone can understand. These generalization of the bits is an abstraction. In procedural abstraction consider the example of a program that is written to have an avatar walk across the screen. There are a lot of commands that would be used to simulate walking. Many of the joints in both of the avatars legs would need to move and turn while the entire avatar would need to propelled forward. We can group all of these commands into a procedure and name it „walk“. It is much easier to understand what the program is doing if we ask the avatar to walk, verses if we have an entire list of joints moving and turning. Any time we create a procedure, use parameters, variables, create general equations in a program, we are using abstraction. Models and simulations use abstraction in order to test hypotheses and predict trends. By using general formulas to model traffic patterns, we can make slight modifications and see the impact. Note to Presenter: If time permits, illustrate essential question, enduring understanding, learning objective, essential knowledge.

Illustration from Curriculum Framework
Big Idea 2: Abstraction Note to Presenter: Give an example of Abstraction in a computer science setting. Consider adding some examples from common experiences like: Braking in your car Turning on lights in a room Abstract Art – “Art is the elimination of the unnecessary.” – Pablo Picasso Maps – New York Subway, Legend – set of symbols on a map Abstraction reduces information and detail to facilitate focus on relevant concepts. Everyone uses abstraction on a daily basis to effectively manage complexity. In computer science, abstraction is a central problem-solving technique. This course requires students to use abstractions to model the world and communicate with people as well as with machines. The abstraction big idea can be seen both through data, procedurally, and through the use of models and simulations. Abstraction provide us with a way to make generalizations so that we can communicate in a way that everyone can understand. When considering Data Abstraction, students will need to understand how abstraction is used when a computer stores data in terms of bits. Programs on our computers are interpreting a large number of bits that make up this presentation and displaying it in a form in which everyone can understand. These generalization of the bits is an abstraction. In procedural abstraction consider the example of a program that is written to have an avatar walk across the screen. There are a lot of commands that would be used to simulate walking. Many of the joints in both of the avatars legs would need to move and turn while the entire avatar would need to propelled forward. We can group all of these commands into a procedure and name it „walk“. It is much easier to understand what the program is doing if we ask the avatar to walk, verses if we have an entire list of joints moving and turning. Any time we create a procedure, use parameters, variables, create general equations in a program, we are using abstraction. Models and simulations use abstraction in order to test hypotheses and predict trends. By using general formulas to model traffic patterns, we can make slight modifications and see the impact. Note to Presenter: If time permits, illustrate essential question, enduring understanding, learning objective, essential knowledge.

Overview of Assessments
Through-Course Assessment (Weight = 40%) Performance Task Individual Weight Explore: Implications of Computing Innovations 16% Create: Applications From Ideas 24% End-of-Course AP® Exam (Weight = 60%) The AP Computer Science Principles assessment consists of two parts, both of which will measure student achievement of the course learning objectives. The through-course assessment is comprised of two AP Computer Science Principles Performance Tasks. The first of which requires students to explore the impacts of computing and create a computational artifacts. The second task focuses specifically on the creation of a computational artifact through programming. A through-course assessment in which students will create digital artifacts – such as programs, digital art or video – accompanied by a written response, and submit their final products via a Web-based digital portal. An end-of-course AP Exam, which will be a multiple-choice, written exam introduced during the 2017 AP Exam administration in May. The two performance tasks, focusing on computing innovations and programming, will not change from year to year. Rather, the tasks are designed to give students broad latitude in personally selecting the focus and topics for their engagement in these tasks. The exam is in multiple choice format. For the single-select questions, students have to choose 1 of the 4 responses offered. For the multiple-select questions, which are grouped together at the end of the exam, students have to choose 2 out of the 4 responses. AP Computer Science Principles students will receive a final exam score of 1-5 based on the two through-course performance tasks administered during the AP Exam administration in May. On both the through-course assessment and the end-of-course AP Computer Science Principles Exam, students will be asked to apply their understanding of the course learning objectives, including the essential knowledge statements and computational thinking practices. Item Type Number Timing Multiple Choice (Single- and multiple-select) 74 questions 120 minutes

Become an AP® CSP Teacher [Replace Image]

Teaching the Course AP Computer Science Principles can be taught by Computer Science teachers and teachers in other disciplines. “AP CSP provides the teacher with just as much opportunity to explore their own creativity and thought processes as we hope to instill in our future discoverers.” Notes to Presenter: Talk about the skills that the course teaches, creativity, creating content, communicating, collaboration – how teachers can build strong connections in the way we want students to think by honing on these types of skills that are applicable across all disciplines. Talk about how AP Computer Science Principles can be taught by AP CS A teachers and teachers from other disciplines that may not have programming experience. While AP Computer Science Principles is a natural addition for teachers of foundational computing courses and AP Computer Science A, due to the multidisciplinary nature of the course, extensive prior computer science experience is not required. Our pilot teachers range from a variety of disciplines including Business, Statistics.... [Presenter talk on this] If you plan to teach AP Computer Science Principles, it is certainly beneficial to become familiar with foundational concepts of computer science and programming. However, if you are currently teaching in another discipline (in a STEM field or other) you can also draw on your unique knowledge and teaching expertise to make the AP Computer Science Principles come alive for your students. Professional development will be available to supplement your experience. The course represents an important opportunity for you, even if you don’t have the computer science expertise, to broaden your skills and knowledge in a rapidly expanding field. — Brian Fuschetto AP® Computer Science Principles Teacher

Resources and AP® Course Audit
Available at AP Central Course and Exam Description Curriculum Framework Through-Course Assessment Implementation Guide Curricular and Resource Requirements Syllabus Development Guide Sample Syllabi Example Textbook List Full Practice Exam – accessible when AP course authorization has been received In March 2016, teachers will have access to a detailed course and exam description, a curriculum framework, and guidelines for how to implement through-course assessments. Additionally, teachers who submit a syllabus through the AP Course Audit – which is a requirement for offering the official AP Computer Science Principles course – will have access to sample syllabi, an example textbook list, syllabus development guides, and a full practice exam. Examples of student work developed during the pilot annotations as to how the work would be scored will also be provided.

Options to Adopt CSP Curriculum and PD
CE21 and STEM+C National Science Foundation (NSF) Beauty and Joy of Computing Mobile CSP Thriving in Our Digital World Code.org Project Lead The Way There is a National Effort to Support AP CSP. In order to provide more robust support to teachers with limited experience teaching computer science, the College Board has partnered with several groups to deliver professional development. Current partners include Project Lead the Way, Code.org, and programs developed under a National Science Foundation initiative: Beauty and Joy of Computing, MobileCSP, and Thriving in Our Digital World. These organizations offer full curricula and pedagogical supports that you can use to bring CSP to your school. collegeboard.org/CSPschool

Bring AP® CSP to Your School
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Bring AP® CSP to Your School
Add the course to your catalog Recruit Teachers – teachers in other disciplines can teach this course Recruit Students – especially those underrepresented in Computer Science Choose a Curriculum – develop your own or explore CSP partners Submit Course Audit Info – Opens in March 2016 Check Recommended Classroom Resources – make sure your school/classroom aligns with course recommendations Stay Connected – sign up at collegeboard.org/CSPinterest Gregg to speak off slide

Recruiting Underrepresented Students
Focus on the course being demographically representative of school population. Recruit clusters of students from groups that have been historically underrepresented in computing. Extend an invitation to all students to enroll in CSP. Encourage current students to showcase computing projects, and advocate for computer science in school events. Reach parents by providing course information sheets in multiple languages. Reach counselors by providing descriptions of the course creativity, communication and collaboration. Given that one of the goals of CSP is to broaden CS participation, we have included evidence-based best practices to recruit traditionally underrepresented students into CSP. Ideally, you should focus on the course being demographically representative of your school population. Recruit clusters of students to take the class together. Look to different sports groups, clubs, or other courses to find groups of students who will enroll and provide social support to each other in the classroom. Students sometimes need a personal invitation before they will enroll in computer science. I would send a personal letter to students inviting them to take my class. In addition, I visited math classrooms to tell students about my course. Algebra classes would be appropriate for AP CSP. When possible, I would bring along students from my current class and have them share their experience with the class. I was always sure to bring a good mix of male and female students, as well as students from a variety of backgrounds and races. Make your course visible by showcasing your current students’ computing project. National CS Ed week in December is a perfect time as it is usually prior to your school’s course registration for the following year. Throughout the school year, I would do hands on projects that would require my students to be in my school common areas like the hall way, so that as other students passed by, they would be curious as to what fun projects we were working on. Provide parents with a 1-page information sheet that features key questions, applications of the course, potential computing pathways and interdisciplinary computing majors in higher education as well as job information and salaries. Be sure to create these information sheets in Spanish and other prevalent family languages. College Board already has brochures targeting students and parents – packets of these brochures will be sent to schools who tell us on our interest form that they are planning to offer the course next year. Counselors provide an important role in funneling students to computer science course. Educate your counselors by providing descriptions of the course creativity, communication and collaboration. You can point them to our website, and even share the video with them. Inform them that this course has been designed by the NSF and College Board to engage a diverse group of students in learning computing and that you welcome these students to be scheduled into your course. Strategies drafted by Joanna Goode from the University of Oregon and co-author of Stuck in the Shallow End.

Resources Advances in AP® collegeboard.org/APCSP Links to:
Introduction video Interest form AP CSP Teacher Community Curriculum Framework AP student site CSP curriculum and PD Collateral (coming soon): Teacher/administrator brochure Parent/student flyer Bring AP CSP to Your School flyer Note to Presenter: 1. Navigate through the site to familiarize participants with the information that can be accessed there. Note that information on upcoming professional development will be posted on the Resources section of the site. 2. Speak about the Computer Science Principles Teacher Community It is a professional learning network connecting Computer Science Principles teachers piloting the new course nationwide, as well as teachers interested in learning more about CSP. You'll see resources and discussion threads as a starting point, but the richness of the community relies on your participation. You can grow this community to support your classroom and others through the power of your contributions. You can: Engage in lively discussions organized by topic. Find post and rate classroom-ready materials and related resources. Browse the curriculum framework and share strategies. Connect with colleagues and grow your personal network. 3. Encourage teachers to complete the interest form to obtain more information but more importantly to communicate to us their decision to teach this course. collegeboard.org/APCSP

Web: collegeboard.org/APCSP
More questions? Web: collegeboard.org/APCSP

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