AP CSA Course Checklist

[Music] hello everyone thank you for joining us for this apcsa checklist webinar we're going to give it right to the top of the hour to was a little pause before we get started here but I did go ahead and put a link to our slide deck so that you can follow along as we go if you would like also the chat is open to everyone so if you want to put in the chat where you're joining us from today what you're loving about your school year what you're loving about apcsa this year we'd love to get the chat started with some participation Joe's going to ask you to share some information about yourselves so he can tailor this webinar to our participants today and get you the all the information you need so thank you so much again for joining us I've got a link to the slides in the chat if you want to add where you're joining from and your experience teaching apcsa how's that going for you this year we'd love to hear all the Good Vibes as we get started here all right Joe if you want to go one slide forward for me and if you'd like to introduce yourself sure my name is Joe Thompson I've actually been teaching with codhs for 10 years my kids at Gunston School baited the first Cod hsap Java course a long time ago I've been I've taught cod with cods at three different schools on Independent k12 and I've had some kids get some good scores we've I know this is a difficult course it's always been a little bit intimidating the first time I taught AP Java I had never written a line of java code before so that was interesting experience for me so I kind of like to you know start out with with kids and teachers by saying you know this is a this is a tough intimidating course and we might as well just sort of put that on the table to start with there's nothing easy about it so how do we how do we face that how we deal with it and one of the things you're going to hear me say again and again today is that we need to cover ground and not get stuck looking for a perfect Mastery of any of the topics particularly early in the in the year we need to cover ground so that we can get to a place where we can start talking about things like frqs that handle arrays and array list Etc so that's my story thank you Jo I appreciate you sharing that little insight that you know you did not come from a computer science background and yet have found tons of success teaching computer science to students so I love that you shared that thank you so much my name is Stephanie Bennett I'm a professional development specialist here at cods here to support Joe as he shares all of his amazing teaching experience with you so you want to go to the next slide Joe so we're going to cover a few things today we're going to talk about Cody and how we support teachers who are approaching the teaching of this really tough course and we're going to talk about pacing you know Joe mentioned a little bit about you know getting through the course and all the content you have to cover so we're going to talk about best practices for pacing the course helping your students get this information and these skills under their belt and prepared for this AP exam we'll also talk very briefly about how some steps you need to take with the College Board submitting your course audit we'll talk about all of the solutions that cods offers Educators for learning more about the exam and supporting students through the exam and we'll talk about AP exam overview you know just give you a rundown of what's on the test the format of the test and how to best prepare your students Joe if you'll go to the next slide for me like I said the chat is open the Q&A is also open so please feel free to use either of those forums either the chat or the Q&A and if you are going to use the chat go ahead and make sure you select everyone so that we can all see your questions and those questions don't just filter to Joe and I some of you might have the same questions and I definitely want you to be able to say hey I have that question too if you see one that is resonating with you all right and then the next slide Joe so if anybody is new to Cod HS we want to make sure you have an account so that you can get all of these great resources and tools and curriculum that we have available to you once you have this account we'll also get you a attendance link for today's session to make sure you get a certificate showing that you have spent an hour of your time here with us today so if you don't have one already go ahead and sign up for that free curriculum and free teacher account and Joe next one Speaking of the certificate of completion and attendance we do want to thank you for joining us here today and make sure that you have some documentation that you spent your time learning with us today so if you want to click on that certificate of completion it's just a thank you screen all you'll see is thank you for attending that's all you need to do and then an email will follow up with your certificate so make sure you're signed into to code HS then click on that certificate of completion link and now I'll pass it over to Joe to get us through a lot of really great information okay so I I I think the whole point of pacing and developing a good timeline for your course to me is always about completing the course or to get through the sort of new Concepts and teaching part with three to four weeks left to review before the exam and that means this year with an APA exam date of May 7th that you want to be looking at getting through what you want to get through of the cods course in early April or late March here are some important dates they need to be registered by November 15th and I F I think if you don't if you haven't looked at AP classroom yet it is a tremendous resource and as a teacher you're going to find a lot of good teaching resources there on AP classroom things you can assign I certainly did not hesitate to use some of their assessments as quizzes in my classes and you'll be able to restrict access to the quizzes or time the release of the quizzes to your classes so that you can use them in your classes as assessments and they would prefer that you get registered right quick of course audit we'll talk about basically I think Cod just uses or it provides a a provides material that's very useful for the course audit and then the actual exam date is May the 7th all right so cods has been through two versions of their course and I I feel like I give cods a lot of credit having been with their mocha course which was the first course they offered that they went ahead and offered went ahead to update the course to a a form of coding that didn't require the console output console the way the mocha did earlier and so Nitro is is a much improved version of the first cods course and I think that's the one you want to be choosing and it is very closely mapped to the AP to the AP course the modules match exactly with the AP course and a couple of quick points about the overall course is that the first eight modules are the ones that you will see on F frqs the multiple choice questions can cover any of the first 10 modules and there's there are links there to the overview and the syllabus for the course all right so then now let's talk about pacing and I have something and I feel pretty strongly that you are it is very easy to get bogged down particularly in the gigantic module 2 which those of you are in it are already aware of how what a big module module 2 is module 2 is sort of the whole course kind of in a nutshell and you wna you want to be moving through this the material introducing students to it and you want to share with them how important it is to get through say the first seven or eight modules by or by the end of March early April and that means that you can't be you know still in module two on Thanksgiving even if you have a sort of feeling of incomplete Mastery you you need to let your students know that a we all agree it's an intimidating course but we're going to be circling back and we need to move to other topics in order to get them so that we can work on exam questions and some of the more complicated stuff it's just you know I it keeps boiling down to keep moving and every time I as a teacher have wanted to take some extra weeks and really cover in Intimate detail a particular topic say in module two or module 3 I gotten burned by then feeling sort of upside down down or you know sort of behind and you don't want to be you know coming back from Christmas break thinking I have to cover you know four or five modules in a couple of months so I'd say my my first piece of advice is keep moving having said that I think that module 2 is probably a more than three-week module module three might be a little less than three weeks module four iteration so important for Loops the sort of basis of automation super super important and then you have the three writing classes arrays and array lists very important for getting ready for the exam so you know if you can get to the F the first eight modules by the beginning of April you're going to be fine now inheritance and recursion are important I would say recursion would be an easy one week module so if you can if you can sort of feather in inheritance and recursion as you're doing exam review that's fine or if you get to them all get all 10 done by early April congratulations and then you want to leave you want to make sure that you leave those three weeks for test test practice your students are going to be terrified about f frqs when they first see them they're intim intimidating long know three pages of of directions to do to write code and it's you have to practice the the best way to get ready for f frqs is to practice with them and I I'll have more to say on that as we as we go into test prep so you can you know mess around with changing things I don't I do not recommend taking any modules and put I think the modules are presented in the correct order order so you don't want to you know drop arrays and array lists in in front of writing classes for example I don't think that's smart but you do want to M monitor how how things are going and look out for some students too some students just have a learning style where they're looking for complete Mastery and they don't feel comfortable moving on unless they've really kind of fully understand the topic and you can kind of respect that but you've got to say you know in this course we've got to move and and let those students know that there'll be time that you will be circling back and reviewing but you know we we just can't get to a situation where we're looking at arrays for the first time late in the second semester so here's another way of looking at you know different pacing sometimes if you know if you if you do cover ground in a in a relatively quickly you do get some time to do other things so the big modules here would be module two using objects and then array array list and 2D arrays and when we start talking about the F frqs you're going to see that the f frqs are all about arrays array lists and 2D arrays so we're sort of building in the other stuff to get ourselves ready to do arrays array lists and 2D arrays and that's sort of one of our big big goals of the of the course is to learn enough about everything else else involved in the Java language that we can talk about arrays array lists and 2D arrays collections of data recursion is an interesting topic it's it's it's it's it's nice that it's in the course but you should not be feeling like that's a really critical topic for Success on the exam it's important but it's not critical and then this AP test review you absolutely cannot don't get yourself to a place where you're you you're thinking oh can I do this in just one week or can I have just a little bit of review don't especially don't let those last two modules crimp your ability to do test review when it's March rather when it's April you need to be doing review for the exam in my opinion okay so there's a good syllabus of the course the documentation of in incode HS is really useful and helpful it's it's kind of like you have you have the textbook that you need or that your students need the Java language is known for being a verbose language there's a lot of complicated jargon and that's part of success in Java is understanding the terms coming to grips with all the terms technical stuff often carries a lot of jargon with it and you know if somebody wants to be a doctor or a lawyer they've got to learn the jargon and that's going to be part of learning the Java language okay you know to me looking at this slide with mocha and Nitro I just feel like I've never felt like I I wanted to think about going back to mocha I I'm glad that codest did it but I I think that the Nitro course is the one you want to choose it's sort of a easy Choice so Nitro is kind of where you want to be I think but you know mocha was the first version that cods came up with okay now let's talk a little bit about these Labs as your students are growing in skill they want to develop a portfolio of code it's very important for them to have some code that's relatively complicated that they things that they have built and the great news for you is that Cod HS has in the course of exercises some code that would be very good for maintaining for putting into a portfolio so simply by moving through the course and building following the directions and building the things that cods comes up with your your students will be building a few things that they can talk about for say an internship interview or submit even as a part of a portfolio of code to a college application I know that there's some medical schools now that require code to be part of an application I know that Dartmouth College accepts code as as a part of a application to Dartmouth they send it to a one of their Labs that gives it a grade of one to five and your students are going to be writing code that they should be feeling pretty proud of or variance of the code that they've that they've done as part of an exercise answer and that's is this is sort of what the College Board was trying to do with these Labs you know get get yourself a working chat bot would be a first good example of java code students of mine were doing you know ATM type stuff you know an ATM a bank ATM for example that would take input from the user and do various things with it put the money into an account making games is a good thing and the the College Board labs are an example so you want you want to be encouraging your students to take on the challenge of some of the more complex exercises and to be thinking of it as a way for them to save a a portfolio of code and it shouldn't be 15 different things it should be just three or four really good examples of their sophistication and probably those should include things like arrays and array lists you know there should be some of the some of the featured parts of the course in their code portfolio and you know I think you just keep an eye as you move through the Cod HS course or opportunities for students to build things that they will be proud of and that they will be able to explain and of course they want to be documenting their stuff as they're as they're moving through the course you know comments are super important so I've you know having taught apcsa for 10 years I've never felt like the labs were you know as critical as the College Board sort of puts it when the college sort of sets this out as something separate you should be going well college board says it's separate but in doing the codhs course my kids are going to be coming up with the labs that they need in the course of that and all you need to do as a teacher is just point out to them hey this chatbot that you're building for example or this Battleship game is a terrific you know here we are building Battleship it's several exercises and if you tweak this a little bit and save it and maybe even put some you know your own sort of twist on it it'll be essentially one of the labs that the College Board talks about there are some other ones you know Els is a card game which is kind of nice Blackjack is nice to think about I've had some people build some stuff that was similar to the picture lab before so they're there they're they're there for you in Cod HS and now let's talk about submitting the course audit and I have NE I to be honest with you I have since I've been using Cod HS this whole time I've always simply used the cods syllabus I've never felt like I needed to change anything that was on the cods syllabus I've never had any push back from the AP for my courses so I if I were you you're busy teachers I would just go ahead and submit the cods syllabus and not worry too much more about that this slide will tell you a little bit I I've had some help from the AP coordinator at my school regarding this who's the administrator and you know you can use this link here to do a little more Research into the audit but you've probably got some a AP guidance people at school who can help you if you have any trouble with this how are we doing on time beautiful looking great okay code just learning resources to help during the school year you want you want to be as a teacher looking for a lot of different types of resources that you can use not not to throw you off or cause delays but because different kids are gonna it's going to help with different types of Learners and learning styles to work this this difficult course in different ways and I find this AP CSA resource Hub to be very useful also it's similar to the AP classroom where you're going to find some stuff and you go that's great and you can just re use it there's also an online a free online course called CS awesome CS a w o m and that's that's a very help resource too so I would I would be looking to as as all successful teachers do find lots of different resources and then just pick out the ones that work well for you and you're going to find a lot of help in the apcsa hub question of the day is great it's a great entry ticket and I think it's terrific these multiple choice questions are great the quizzes on the at the that are part of Cod HS are great and the quizzes the multiple choice questions that appear on unit quizzes are excellent they are not quite analogous to the multiple choice questions that you will find on the exam so you want to be careful to distinguish between these types of questions and exam questions you don't want your kids your students thinking that the exam questions are similar to these they're they're a little more difficult the actual multiple choice questions on the exam but I think these questions of the day are excellent and I I have used them frqs we're going to talk about I've got a couple little tricks that I use for getting people ready for f frqs I would not introduce frqs in my course until deep into the first semester until we've done our arrays because so many of them tend to be on arrays array lists and 2D arrays there are some nice short resources on the AP classroom for introducing frqs that are not intimidating one of the big questions with any frq and you want your students to be thinking about this is what the heck is the question what do they want so you want to be hunting through the frq looking for exactly what the frq is is asking for and then you go back and you you know in other words if they're throwing a lot of sample code for example at you don't be going through it and going I need to absolutely understand all this sample code before figuring out what they want you want to First Attack the question and go what exactly are they looking for and then you see something that says oh write a class okay well I'm going to be writing a class here for example so this F frq Simple Center is good I want to emphasize that early in the early in the course you you probably don't want to have them doing any F frqs at all say at this time in the semester and you need to probably get to arrays and 2D arrays before you get to sample frqs but you can go to the AP classroom for some ways of introducing frqs code HS practice I've used these too these are good practice problems if you need extra ones and you know you tend to if you're talking about exercises and making way through the course you don't get maybe as many sort of practice multiple choice type problems or debugging problems as you might get in some other situations so this code HS practice is helpful and then there is a textbook it's amazing how people sometimes blow right over this so you you may want to make ongoing reference to this textbook I think it's pretty good actually this the Cod HS textbook that's there online there are awful lot of Java books out there I think this is a pretty good one all right let's take a look at the exam now for sure and I'm gonna I'm going to chime in by telling you what the students expectations and responses are particularly as you come up on the exam in the spring semester and a as your students are making their way through this course and it's a difficult course they're struggling to understand new Concepts and they just are not feeling very good about free response questions but the free response questions are half of the exam score therefore a strategy for taking the exam that relies on strong scoring on the multiple choice questions and weakness or no responses in the frqs is a bad strategy instead what you want to do is with your students say the frqs are a chance for you an opportunity for you to get some good points that will take the pressure off your multiple choice questions so I want you to sort of flip that whole problem and your students are going to are going to come at you like okay well I'm just going to do okay on the multiple choices I the free response is so intimidating I'm not going to plan on doing well on that I'm going to try to do well in the multiple choices that's backwards they want to be getting a lot of points out of free responses to take pressure off themselves on multible choice and I also want to stress here the scores that produce the raw scores that produce a grade there are 40 points on multiple choice so they're going to take an hour and a half and get 40 multiple choice questions each one of those questions is worth one point and then they get a break and then they get four free response questions and each one of those questions is worth nine points and those of those nine they have a reasonable expectation of getting four or five my students have shown that you know you can at 405 without a whole lot of work if you learn to and practice frqs so you could be looking at you know say 20 points out of frqs and now we need to talk about what scores go with an AP score of three four five so there are five possible scores on the on the AP to get a three which is a good passing score you need need to get 31 to 43 points raw score so if you get 20 points on the frq that means you only need 11 out of 40 to get that 31 and get yourself a three you know it takes a tremendous amount of pressure off the multiple choice if you can coach yourself and get half the points that are available on the free response rather than looking at it like you know throwing up your hands and going I'm just no good at fqs I'm not going to even try instead you need to learn how to get a some points out of the f frq and take pressure off yourself on the multiple choice so 31 to 43 gets you a three 44 to 61 gets you a four and then 62 to to 76 or 80 gets you a five so I've found it very helpful to have my students understand those raw scores correlating with the actual AP scores of 34 or five and also you wna you don't want to be pushing them to say you know you got to get a five or you're worthless that's this is a difficult exam and not a lot of people get fives three or four is a great score on thek on the AP and there are going to be a few students that are going to get ones and twos and we want to try to you know not have people feel like they're drowning and we want we want everybody to feel like you know they've got a good shot at a three when the when exam day rolls around right let me move forward should I should I take questions or how are we doing yeah no questions in the chat yet timing is right on point still thank you beautiful let's keep rolling all right so now we're talking about section one the multiple choice section I believe it comes down to something like two and a half minutes per question 40 questions 90 minutes and you can see there's a significant percentage of even the multiple choices that deal with six seven and eight array list in 2D array so you could even make an argument that that even on multiple choice questions you you should be pushing to cover ground and then Circle back to get this course covered you're going to see a lot of a lot of questions on unit two unit five six seven and eight of multiple choices and there are plenty of examples of exam multiple choice questions and you should be throwing those you could you could throw some exam multiple choices at your students as early as November December the first semester maybe finish one classroom period by giving them a multiple choice question or two from the actual exam that might make them feel like hey I could possibly do this thing now this is one I really want you guys to think about hard section two because I I believe as teachers you're going to have to convince your students that they need to spend time thinking about these F frqs how they're going to do them and how to get actual points and that means looking at the rubrics looking at where the points come from and deciding that they're going to get something out of this and if you notice frq 3 and four both are on array array list or three is on array array list L than four is on 2D array so again six seven and eight Loom very very large in half of the exam frq section so you're you're looking at a chance to get significant points by a not being scared of the frqs is particularly thinking about getting some points out of the F frqs and b f getting through the modules six seven and eight to the point where you can look at a question on an array array list or 2D array and come up with some code and maybe now at the beginning of the or in the middle part of the first semester you can sort of soothe anxiety on the part of your students by saying listen you're going to be seeing an frq with two pages of directions and you're only going to be writing seven or eight lines of code to get all the points on that frq maybe nine lines of code so it's not going to be like you're going to be writing War and Peace of code you're going to be writing some code that's going to answer questions and the biggest challenge is going to be to actually decipher what the question is that the AP is asking you and writing code that exactly answers that question and you will get a lot of opportunities to get points including writing code that has some mistakes in it the code that you write that your students write is not going to ever have to run it's going to be read by human and graded but not that's not going to ever actually have to run so note that frq 3 and four array array list and 2D array so this is when you hear me say cover ground cover ground that's why I'm saying it this is not a complete frq this is a part of an F frq it's part A of an frq that would have had a lot of sample code before it so it's actually not a complete frq here but it is an example of an array list I think yeah so so this going to be an array list and we're adding stuff to it and there are ways to this is this is a good example of how intimidating an frq can be and if you throw a student for example you know it's it's here it is in the middle of October and you throw this in front of a student and go guess what you know this year you're going to learn how to answer this question they're just going to get intimidated so you need to ease them into this rather than throw this don't you dare throw this example at your students now but what you do want to do is say something like hey when we're talking about these exercises and they're getting instructions to write this code and the instructions are in plain English and then out comes the code that runs that's essentially an frq so every code HS exercise is essentially an frq if you write the code correctly and it runs correctly and passes the test code HS is going to give you the the check and you you move on so you essentially done that and I really like the idea of what in The Baron's review book they referred to as simple statements where you develop an instruction for writing one single line of code and you say something like you know you'd say to your students something like write a statement which you know a statement is one line of code that stores in an INT variable the integer remainder when int num one is divided by int num two now that sounds complicated but they can just write one line of code and they would write in rem gets num one mod num two so something something that leads to just one line of code with a with a piece of English language leading to it you could even pick a part of a code HS exercise and say this is how you would do an do a frq you're going to find in the AP classroom some stuff that's very very basic frq introduction and I think that's going to show up in module three and four I would look for that and pay attention to that so you want to ease your students into this idea that frq is not this mystery swamp that you're going to drown in but there a place for you to get some points that are going to take the pressure off yourself in the multiple choice section now here is a explanation of how they would how you would get points in the answering question one here and there's one point for using keyword new Etc notice all the things you can do wrong on your fq and not get points taken off so they're just looking for for people to write code that explains an understanding all right preparing students for the exam cods does a great job of giving you exam review material there's AP review on cods and AP classroom AP classroom videos particularly when you get down towards exam review I find them to be very good the longer videos are good when you're if you've plowed through the course and you're in that Circle back phase you can actually spend time watching those AP classroom videos together in class those are good while they work the code very nice and there is an entire course that I urge you to enroll your kids in and your students in and that is the review for apcsa that'll have sample questions in it really good thing and you need to have left time in order for to do this and doing it as a class for individuals to be doing it in the in the AP now we're in the review class in AP in COD HS and you see some practice problems and you see some lesson quizzes there and in AP classroom the AP daily videos are pretty good I find the AP the actual exam review videos super helpful that this is a a screenshot of AP classroom so if you have not explored AP classroom you definitely want to go ahead and do that and you want to get comfortable with how you can assign stuff to your students you do have an ability with the assessments to not have their your students be able to see the assessments before you assign them or or I would I would just print them out and give them to them as printed out assessments but the some of the assessments are very good the multiple choice ones videoos good yeah I'm a pretty big fan of AP classroom stuff and I also like CS awesome which you can Google on your own course. CS aw.org here are key dates student enrollment deadline November 15 that audit deadline January 31st should you should have no problems finishing that up and then mid April I would slide that back to early April to try to finish the cods course and then May 7th is going to be your exam look out for students and this may be true of some of your better students who are taking multiple APS and they have less and less time if they're taking more than one AP they're it's really going to be tricky for them some of the students who have spring sports that gets to be a challenge there's other things that sort of pop up in the springtime field trips and other stuff that can really distract and you need to just have that time that's one of the reasons I say you got to have three or four weeks of exam review and we're by exam review I mean they're coming to class in every day and we're doing things and talking about getting points and how we're going to actually solve actual problems and doing some of that repetition of looking at actual exam questions figuring out why the right answer is Right Etc just getting that repetition so I've sort of tried to Salt in some of my teaching feelings on top of this outline of slides and I hope that this has worked out well for you guys and I'd be happy to answer some questions or see how it's going how we doing yeah we've got six minutes left so this is perfect timing we do have a question in the chat Zack asked where can I find the scoring guidelines 35 and 36 yeah by scoring guidelines let's see mine they're they're I use I think you should consider picking up a couple of the review books most people use the baron review book but and those are there I think there I think it's online also it does tend to fluctuate a little bit from year to year but you know I would start with 0 to 24 would be a one 25 to 30 would be a two and those are raw scores and and AP scores 31 to 43 is a three 44 to 61 is a 4 and 62 to 80 is a five so between AP classroom and the code HS material and these review books like The Baron's review book or five steps to a five you should find that information there is that okay yeah so clarification I messed up slides 35 36 so how points are assigned based on what they did or what mistakes they made on their frqs I think were those slides 35 and 36 okay that's a great question and that is a huge can of worm and I want you to as you go into looking at frqs I want you to look carefully for the scoring rubrics so you're going to see a lot of resources online including the College Board putting out some examples of past Year's F frqs and you need as a teacher to go there and look at those past F frqs and they will provide the frq they'll provide the answers or they'll provide what they call a canonical solution which is one idea of perfect scoring solution to the frq and then they will also provide the rubric which is this the points that they would have awarded for the different parts of that F frq so you've got an frq which might be two or three pages of directions then you've got a canonical solution which is maybe eight or nine lines of code and then you've got the rubric which says this is what they did right here and this is what this other line of code did that scored these points so it's all laid out for you but you're going to need to take time with your students and especially explaining to them you know how they would have gone about getting some of those points and if you if you take that time and they start to get the idea that they don't have to be perfect and they can just write some code you know when it says write a class write a class you know they should get to a point where they're feeling like they can get half the points of an frq and where you don't want them to be is throwing their hands up in the air going I just don't get this frq stuff I'm not going to put a lot of time into preparing here because ultimately I think getting half the points available in afq put you in a much better position to get a three four or a five but you got to put in the work to get there thank you Joe and don't we have on the code HS platform we have like scored and unscored examples right I'm forgetting where those live right now though I'm sorry folks I'm kind of new here yeah no we do have that there there are plenty of examples of F frqs and they're they're out there I mean you're going to see entire past exams out there I believe the College Board offers a number of f frqs also including scoring and rubrics and you wanna you want to First acknowledge hey we're all we're all feeling like this is tough like these frq if if you the worst thing you could do would be just throw an frq at your students and say early January and go okay it's time to try an f frq and then cross your arms and wait you don't want to do that you want to say these f frqs are going to be tough but we're going to get some points out of them and this is how we're going to do it and I would actually the first time you go through an fq with your kids I would just give them the answer the canonical answer and say could somebody explain how this canonical answer meets theq question and then I might do something else in another class and say I don't care what code you're going to write to answer this question I want you to tell me what they're looking for here and how you would begin solving this so you need to really break down the question first before you go into the Perfection of writing the code that answers it and getting all nine points thank you that's great great advice yeah so I've gone ahead and put the feedback survey link into the chat if our attendees could take a few minutes and just give us some feedback we appreciate it we take that very seriously and if you know especially that question about is there anything else that we missed or any other topic you want to hear about from our teacher trainers we are happy to have that feedback so thank you I will also put the certificate of completion in the chat again one more time just in case you missed that at the beginning and then Joe if you will move up to our upcoming webinars I do want to give a shout out if you also teach apcsp we are having a session on Thursday about that course we also have ai K to2 CS pathway and a really fun one creating your personal homepage coming up as well and then Joe if you'll go one more we do have an apcsa educator Meetup coming up we have actually just today maxed out at 60 signups for this group but please be on the lookout in the future for this professional Learning Community we are going to continue these meetings quarterly to give you all time not just to hear from an expert like Joe we love that but we also want to have much more time for back and forth and conversation what's working in your room can we share some links to this resource and so that is the point of this educator Meetup and again unfortunately the one coming up this month is full but we will have more of those sessions in the future so keep an ear to the ground there I would also like to give a plug for our coding Coast to Coast road trip we have a CS Ambassador on the road living the van Life coming to meet you in your school so if you are interested in getting a visit from Blake our CS Ambassador please check out that link and then finally if you are interested in bringing Pro Tools to your District you can find out more at cod.com learn more so thank you so much we will hop off here thank you Joe for sharing everything great session and we'll see you soon bye everyone bye thank you [Music]