2. CSP Stats for 2018
Computer Science Principles grew 50% from 2017 to 2018 with approximately 76,000 students participating in the AP® course based on Digital Portfolio and Exam data
Approximately 71-73,000 Performance Tasks were scored at the Reading for Explore and Create respectively
Hybrid, distributed scoring was conducted with the following key points:
~ 300 were Distributed (at-home) Readers; both experienced and Acorns
~ 70 were On-site “Acorn” Readers
~ 55 Table Leaders were assigned to the Distributed Readers with 1:8 ratio just as in the onsite rooms
At Open Forum, it was said that this hybrid model will be used in 2019 as well
Open Forum was provided to Distributed Readers via WebEx

3. Explore Key Points
Based on 2018 scoring of student responses, the following are areas to emphasize for the academic year:
Choose a useful COMPUTING INNOVATION
Row 1 – include explanation of HOW the artifact provides illustration, representation, explanation of the innovation
Row 3 & 4 – a Benefit and Harm from intended use of NOT pros and cons of obtaining
Row 5 – connect one of Row 3 to a people group, economy
Row 6 – in sentence 1 specify data the innovation uses NOT the company’s server or user accounts
Row 7 – the concern needs to be with the use of the innovation not the corporate server, cloud, customer database, etc.

4. Teaching Tips & Reflections for Explore
Encourage students to select a tangible computing innovation such as an app they use, a gadget for purchase
Avoid broad topics or things about which the student has little personal experience (trendy topics, general categories of tech, prototypes of inventions)
Instruct students to identify the data used by data type (signal, pulse, number, String, audio/video/image file)
Teach students to determine the data used by the innovation rather than the “servers” or “user accounts” – think of user interface use; this is one reason for the importance of bullet 1
Have students number in any style such as (1), #1, 1., [1], etc., the references in 2e and connect to same numbers in written response. Enumerated in-text citations are preferred as citations must match to sources

5. Create Key Points
Based on 2018 scoring of student responses, the following are areas to emphasize for the academic year:
Row 2 –must explain their development process including refinement based on testing and feedback
Row 5 – (a) must have a selected algorithm, (b) include the HOW and WHAT of their algorithm’s functionality related to overall program, (c) should call 2 other algorithms to be explained in Row 6
Row 6 – explain sub-algorithms explaining how one of the two functions independently
Row 7 – student created means _______
Row 8 – relate mgmt of complexity to program code

6. Teaching Tips & Reflections for Create
Encourage students to begin project planning with developing the three interrelated algorithms
Requirement of math/logic may be in the parent algorithm (Row 5) OR in either of the two sub-algorithms (Row 6)
Sub-algorithms are cleanest if are method/function/blocks
Parent algorithm has its functionality and includes calls to two methods, functions, blocks
Management of complexity in Row 8 is best related to calling the abstraction or use anytime/anywhere rather than statements like “makes simpler”, “makes shorter”, “makes easier to read”