Mr. Meinzen : AP Computer Science - Principles

"Success is the ability to go from one failure to another with no loss of enthusiasm." Winston Churchill



Advice from previous year's students

  • Answers to: If you could start AP Computer Science Principles over again, what advice would you give yourself?

    • DON'T : fall behind in is very difficult to catch up.

    • DON'T : be shy about asking questions. If you don't know programming (or didn't learn it very well), let Mr. M know...he CAN help you catch up but only if you ask.

    • DO : get name & number of classmate.

    • DO : update LO & EK's with each project.

    • DO : start with a simple idea, get it working, then make it more complex/complicated/cool.

    • DO : when copying code from TextPad or BlueJ to MS Word, always set the font to "Courier New" BEFORE pasting your code into an MS Word document.

  • Answers to: What was your favorite part of the course?


      No Tests except Final Exam.

  • Answers to: What was the hardest/least favorite part of the course?

    • Avoiding too much "help" from fellow is very tempting to just "get the answers" from other without actually learning the material through my own efforts.

Course Curriculum - Quarter 3


Dates & Progressions






2Jan: Christmas Break

3Jan : Teacher Institute Day

Due 6Jan, Fri:

P0 : Planning for Course & Create Task

Big Ideas:

  1. Creative Development (CRD)
  2. Data (DAT)
  3. Algorithms & Programming (AAP)
  4. Computing Systems & Networks (CSN)
  5. Impact of Computing (IOC)

Computational Thinking Practices:

  1. Computational Solution Design
  2. Algorithms and Program Development
  3. Abstraction in Program Development
  4. Code Analysis
  5. Computing Innovations
  6. Responsible Computing

P0 : Project 0 - Planning for AP CSP Course & Create Task


Introduction to Course Expectations & AP Assessment Requirements


Learning Objectives & Essential Knowledge Statements (LO's & EK's)


Frequently Asked Questions

  1. Assessment: Create Performance Task - Application from Ideas
    • Create a Computational Artifact, online submission, due 15Apr
    • 12 classroom hours = 4 hours for Part I (design) + 8 hours for Part II (implementation)
  2. Assessment: Exam
    • 2-hour Written Exam, in-school








15Jan, Mon : MLK Day


4 hours for Create Performance Tasks


In-class Practice Create Task Scoring


Due : P1 : Sample Create Task

Focus on Big Idea #3 - Algorithms and Programming

Through-Course Assessment: Create Task [Part I]

Illustration - Intro to APCS-Principles Curriculum Framework

Discussion - Software Development Cycle - Individual and/or Team Application

Classroom time to complete Create Performance Task Part I - Design [can be completed concurrently with Project 1 but Create Artifact must be different than Project 1].


P1 : Project 1 : Introduction to the Create Task - The Programming Assessment : Software Development Cycle & Designing a Computational Artifact

  • - Identify LO's and Software Development Cycle

    - Select, Design & Plan a Computational Artifact [application or visualization]



Due : P2 : Numbers and Math

Focus on Big Ideas #2 - Data and Abstraction (Lists)

Lecture 1 - Numerals & Digits

Lecture 2 - Numbers & Number Systems

Lecture 3 - Numeral Bases

Lecture 4 - Operations & Properties

P2 : Project 2 - Numeric Systems, Arithmetic, and Math Theory using Binary, Octal, Decimal, & Hexadecimal.

  • - Practice converting between different Number Systems and Bases

    - Creating assessment questions based on the lectures.

    - Selecting, exploring, and communicating (via writting) two topics that extend beyond the information from the lectures.







Due : Mon : P3 : Exploration I


Due : Wed : P3 : Exploration II


Due : Mon : P3 : Exploration III

Focus on Big Idea #3 and #4 -Data and Networks (Internet)

Lecture 1 - Encoding Numbers using IEEE754

Lecture 2 - Encoding Colors and Characters [ASCII & Unicode]

Lecture 3 - Encoding and Abstractions on the Internet

P3 : Project 3 - Data Representation & Encodings using Binary, Decimal, and HexaDecimal Systems.

  • - Practice encoding numbers using bits & bytes, magnitudes of numbers (metric prefixes), human precision, accuracy and sources of encoding errors

    - Practice converting between colors (RGBA) encodings and characters (ASCII and UniCode) encodings.

    - Write a program to convert between addressing schema on the internet (IPv4, IPv6, Ethernet MAC, TCP/IP).

    - Write a program to encoding and/or decoding various abstraction levels on the Internet (OSI Layers)





16Feb, Mon: No School






19Feb, Mon: President's Day


Due : P4 : dynamic webpage


Week 1 : Daily Quizzes : AP Classroom


Focus on Big Idea #3 and #4 - Programming & Networks (Internet)

Demonstration 1 - http & HTML

Demonstration 2 - HTML & Document Object Model (DOM)

Demonstration 3 - DOM & ECMAscript (JavaScript)

P4 : Project 4 - Internet Protocols: http, HTML, DOM, and JavaScript

  • - Design & Create interactive webpages on a topic of social interest using HTML, DOM, & JavaScript

  • - Explain the process of how the webpage would be hosted and transmitted between a server & client.

Week 1 : AP Classroom : Quizzes

  1. Quiz on Binary [13 MC problems]
  2. Quiz on Abstraction [11 MC problems]
  3. Algorithms Quiz [21 MC problems]
  4. FullQuiz-public [20 MC problems]
  5. Global Impact Quiz [8 MC problems]
  6. Procedures and Libraries [15 MC problems]






Due : P5 : 1st Image:


Due : P5 : 2nd Image:


Due : P5 : 3rd Image:


Due : Notebook:


Week 2 : Daily Quizzes : AP Classroom

Focus on Big Idea #1 and #3 - Creativity and Programming

Illustration 1 - Hall-of-Fame Examples

Demonstration 1- Scene Description Language

Illustration 2 - Advanced modeling & visualization techniques

P5 : Project 5 - Three Dimensional Modeling and Visualizations using a RayTracer (Pov-Ray)

  • - Design & Create visualizations (images and animations) via a scene description programming language and ray-tracer.

    - Design & Create a visualization model using a mathematical abstraction of a physics/physical entity (example: a ball rolling down a parabolic path)

    - Explore how a graphic program will display a visualizaton by extracting large amounts of binary data from file(i.e. png, jpeg, or other graphic format) including use of the meta-data stored in the file and file extension.

Week 2 : AP Classroom : Quizzes

  1. Internet Quiz [11 MC problems]
  2. Lists [11 MC problems]
  3. Programming Quiz [16 MC problems]
  4. Data Quiz [12 MC problems]

Engineering Notebook : 3rd Quarter Check-In

Course Curriculum - Quarter 4
Week Due Date Topic Assignment
MOCK Exams should be scheduled during IL State Testing (SAT)







P7 : AP Reference Language Practice


3 hours Create Performance Task

Focus on Big Idea #2 and #3 - Data and Algorithms


Demonstration - review of a previous program assignment (algorithm & data structures: bubblesort an array in Java)

Lecture - comparison of various computer languages and AP Exam Reference sheets for pseudo-languages

Discussion - Correctness, Efficiency, Solvable, Undecided problems

P7 : Project 7 - Learn Three Languages (introduction)

  • - Given an algorithm, translate the same algorithm to other computer languages.

    - Given data structures (literals, variables, arrays of objects) in one language (Java), translate (write) equivalent data structures in 3 other languages.

    - Given a program (construction, searching, sorting) in one language (Java), create (write) equivalent algorithms in 3 languages.

    - Analyze the correctness of peer solutions

    - Identify and explain reasonable running time; solvable, unsolvable, and undecidable problems; and efficiency, correctness, and clarity.

Create Task : Prompts 3a-3d : IWR : Classroom Scoring of given Text-based Code [Schoology]




No school - Spring Break





1Apr, Mon: Spring Break

4 hours Create Task

Demonstration - review of a basic console Input/Output and String manipulation in Java :

Classroom time to complete Create Performance Task

  • - Select, Design & Plan a Computational Artifact of their choice[application]

    - Create a Computational Artifact

    - Collaborate with another student on a Computational Artifact

    - Complete and submit Draft Create Performance Task



Mon-Fri : 5 hours Create Performance Task

Focus on Big Idea #2 and #5 - Data & Impact of Computing


Discussion - researching and teaching a Computational Topic through presentation & assessments

Illustration - relevant Learning Objectives and Essential Knowledge statements with regards to a specific innovative computational phone personal privacy and security.


15Apr : DRAFT online submission of Performance Tasks: Create

Classroom time to complete Create Performance Task.


Engineering Notebook : 4th Quarter Check-In








26Apr, Fri : No School

P6 : Selection of Topic and corresponding LO's & EK's :


Due: P6 : pre-Quiz & post-Quiz :


P6 : Administer: pre-Quiz to peers:


P6 : Presentations : LO & EK's; Credits


P6 : Administer: post-quiz to peers :


P6 : Self Analysis


FINAL online Digital Portfolio submission of Create Task


: Mock Exam : JDWF : 7:15am-10:30am

AP Tasks & Exam Preparation - Debrief after Mock Exam

Week 2 [retake] : AP Classroom : Quizzes

  1. Lists [11 MC problems]
  2. Programming Quiz [16 MC problems]
  3. Data Quiz [12 MC problems]
  4. Procedures & Libraries [15 MC problems]

Week 3 : AP Classroom : Quizzes [Remote]

  1. BinarySearch-Simulations-Procedures Quiz [5 MC problems]
  2. Bias-Faults-Parallel-Effects-Society Quiz [8 MC problems]
  3. Expressions-Boolean-String-Random-Conditional-Loop [13 MC problems]


P6 : Project 6 - Technical Presentation and Evaluation of Learning including Legal & Ethical Considerations

  • - Identify a computational topic that has global impact in society and addresses the identified corresponding Learning Objectives labeled above.

    - Investigate legal and ethical implications of the topic with regard to impact on society.

    - Present and Explain (both orally and written) an Artifact to peers.

    - Assess peer learning and understanding of topic using pre- and post-Quizzes.

    - Self-assessment of teaching/peer-learning success.




2024 AP Exams (Weeks 1 & 2):

  • Tue, 7May: 12-3PM: AP Statistics Exam

    Wed, 8May: 12-3PM: AP Computer Science A Exam

    Mon, 13May: 8-11AM: AP Calculus Exams (AB & BC)

    Wed, 15May: 12-2PM: AP Computer Science Principles Exam

AP Classroom : Topic Review : Challenging Questions : Quizzes

  1. Algorithms Quiz :
    1. What problems can be solved with algorithms
    2. Comparing linear and binary searches
    3. Reducing number of operations in list average.
    4. Results of procedure Mystery with parameter
    5. Collections of books to be combined
    6. Heuristics
  2. Procedures & Libraries
    1. Procedure most useful n replacing negative values
    2. Value displayed by call to doSomething procedure

AP Tasks & Exam Preparation - Debrief after Mock Exam

  1. 70 multiple choice questions total each with 4 optional answers to select
  2. 57 single-select questions that have 1 correct answer
  3. 5 single-select question with reading passage about a computing innovation
  4. 8 multiple-select questions have two correct answers that require both selections to be selected (last set of questions)



: Yearbook Signing Day

Focus on Big Idea #2 and #3 - Data and Algorithms


2-D Real-Time Simulation using Cartesian Coordinates & Polar Coordinates - Java


Objective A: Create a simple robot that has a moveTo(int x, int y) method


Objective B: Create a simple robot to defeat Corners and/or Walls sample robots


Objective C: Create simple team robots to defeat Corners and/or Walls sample robots


Objective D: Create complex team robots


Objective E may be implemented after senior's last day


Alternate Project: Digital Audio Representation & Filtering Effects using Earsketch - JavaScript

P8 : Project 8 - RoboCode in Java Competition - example Create Performance Task

  • - Select, Design & Plan a Computational Artifact [Robotic Tank in Java]

    - Create a Computational Artifact [effective Robotic Tank in Java]

    - Collaborate with another student on a Computational Artifact [example: team of Robotic tanks in Java]

    - Explain why some algorithms may take too long to run [example: robotic scan data that is sorted by O(n^2) algorithm may disable other robotic features]



May : last day for Seniors

In-class Practice Exam -

Day 1: #1-45 multiple choice (single answer)

Day 2: #46-73 multiple choice [final 8 problems have two answers]


Focus on Big Idea #2 and #5 - Abstraction and Programming


Assembly-language coding using CoreWars and RedCode

P9 : Project 9 - CoreWars Programming

  • - Select, Design & Plan a Computational Artifact [application]

    - Create a Computational Artifact

    - Collaborate with another student on a Computational Artifact





24May : 1/2 day teacher Institute

May : last day for non-Seniors

Student Programming Selection or Categorize and define a list of technology-related terms.

P10 : Project 10 - Student Choice




29May, Mon : Memorial Day


Mon, 1June : last day if all 5 snow days used






AP CSP Course Overview : Syllabus, Curricular Alignment, Policies, & Practices

Schedules : Day-based & Week-based

  • Monday - Tuesday & Thursday - Friday

    Day-based schedule : 54-minute class periods

    Wednesday (PLC day)

    Day-based schedule : 44-minute class periods

    1. 7:15 - 8:15am : Trigonometry / PreCalculus [6 minutes for announcements if in-school]

    2. 8:21 - 9:15am : Java & Honors Java Programming / AP CSP

    3. 9:21 - 10:15am : AP CSA

    4. 10:15 - 10:45am : A Lunch

      10:51 - 11:45am : Prep

    5. 11:51 - 12:45pm : Trigonometry / PreCalculus

    6. 12:51 - 1:45pm : Java & Honors Java Programming

    • 1:50 - 2:40pm : Office Hours in A314 Mon, Tue, Fri

    1. 7:15 - 8:05am : Trigonometry / PreCalculus [6 minutes for announcements if in-school]

    2. 8:11 - 8:55am : Java & Honors Java Programming / AP CSP

    3. 9:01 - 9:45am : AP CSA

    4. 9:51 - 10:35am : Prep

    5. 10:35 - 11:05am : Lunch

      11:11 - 11:55am : Trigonometry / PreCalculus

    6. 12:01 - 12:45pm : Java & Honors Java

    • 12:45 - 2:40pm : PLC for Teachers (no office hours)

  • Week-based schedule (if needed):

    • Option 2: Hybrid Learning : 2-3 days per week : one (or two) in-person meetings (i.e. "A" and "B" Days) and

      1 day remote.

    • Option 3 : Remote Learning : 3-5 days per week from home

TextBook & Resources :

General Course Information

  • This course is designed to fulfill the requirements of the College Board's Advance Placement Computer Science - Principles (AP CSP) course and assessments. Included in the requirements are:
    • Student daily access to a computer lab.
    • A minimum of 12 hours of classroom time to work on the Create - Applications from Ideas Performance Task
    • Preparation for the 2 hour Written Exam for the AP CSP Assessment


  • No single textbook is assigned to this Project-Based course. But "Blown to Bits" by Abelson, Ledeen, & Lewis is an optional reading.
  • Critical Skills:
    • While book(s) may be assigned, excellent note-taking is expected.
    • The ability to ask "clarifying" questions is a critical skill in this class. The teacher's "answer" depends greatly on how you phrase your question. Two students who ask similar questions may receive completely different responses due to the precise nature of computer languages.
    • Another critical skill is the ability to work and communicate ideas/concepts with other students and your teacher. Many assignments will require teamwork in order to accomplish an assignment.

Resources : Required verification by student at remote (home) site

  1. Internet for submission of assignments and/or downloading of content (i.e. pdf files, online textbook, video recordings, etc.)

  2. Computer : laptop or desktop running MS Windows, Apple OSX, or Linux. Chromebooks or other browser-based operating systems will NOT be sufficient.

  3. Java : Eclipse Integrated Development Kit (IDK) at

  4. Private Websites with login credentials including username and password :

    1. Schoology : : access to scheduled assignments specific to online scoring and/or grades

    2. AP Classroom : : access to AP course (need "join-code" from teacher) and assignments specific to online scoring

  5. Public Websites that contain "free" content :

    1. Teacher website : : access to course syllabus, classroom policies, lecture notes & assignments for planning purposes.

    2. School / District website : : access to school policies and general information

    3. College Board : : access to information specific to AP courses

    4. Other websites as needed (posted either on teacher website or Schoology) for viewing supplemental videos, lectures, examples, etc.

Policy : Grading

Assessments : scores & grades

  • 2 types of assessments will be given in this course : non-graded formative scores (i.e. completion points, pass/fail points) and graded summative (i.e. test) scores.

  1. Formative or "completion" scores are NOT graded and are designed to help students and parents keep track of progress and "effort" by the student within the targeted time period. These scores are either all-or-nothing scores and include homework assignments, completion points of an online quiz, or turning in a program by the due date. Students will be provided the answers (after the due date or completion of formative assessment) to help identify any mistakes by the student for future summative assessments (i.e. tests). While formative scores may be used for Pass/Fail (i.e. all or nothing points) of a course, they are explicitely not useful for determining a student's level of understanding of course content or mastery as students may be given help/answers prior to completing (i.e. they are not for grades that are useful for "levels" of understanding).

  2. Summative (i.e. test) scores are designed to identify what skills and content knowledge have been mastered up to that point in the students progression through the course. Solutions to the summative assesments are usually NOT provided as the scores are NOT designed for student improvement of content understanding. These scores will be the primary determination of grades beyond pass/fail or "D" and are appropriate for comparision between peer groups (peer groups may be in the same class, course, school, state, country, or world-wide).


    Semester Scores are calculated using the following table:
  • Semester Score Component

    Semester Score Weight

    1st & 2nd Quarter Progress Scores


    Semester Final Exam


  • Grades will be calculated on a total point basis.
    Grades will primarily be based on individual ability, understanding, and accomplishment.


      Percentage Scale Grade Letter
      100% - 90% A
      89.99% - 80% B
      79.99% - 70% C
      69.99% - 60% D
      59.99% - 1% F
      0.99% - 0% Incomplete
    • This is a Projects-based course.
    • There are approximately 10 projects that are due throughout the semester.
    • Each project will have a defined topic, assignment or list of objectives, and a scheduled due date.
    • Grading will vary depending on the topic and difficulty of project and will be discussed before the project is assigned.
    • Each project's grade "weight" is approximately the length of time it takes to complete the project. For example, if a project takes 1 week in a 9 week quarter, the project will count approximately1/9th of the quarter grade.
    • Failure to turn in a project on time or meet an objective will result in loss of points/grade.
    • Due to the nature of the course, not all students can be expected to have "equal" assignments on every project. For example, as one of the final projects, students are allowed the academic freedom to select their own project topic (subject to teacher approval and within specific guidelines). If one student chooses a project that takes 4 weeks to complete and another chooses a 2 week project, the scoring and grading will differ significantly.
    • The only test will be the Final Exam and will count 20% of the Semester Grade.

Policy & Practices : Student & Teacher Responsibilities

  • In Seat & Ready to Go when bell stops (i.e. books, sharpened pencils, paper)
  • Respectful of Teacher and Each Other (i.e. raise your hand, don't talk while teacher is talking, no rudeness or bad language, etc.)
  • The two most important ingredients for success in this class are practice and attendance.
  • No eating or drinking in class, 2 bathroom/drinking trips per Semester.
  • Maintain at least 3 backup copies of all work. A "lost" or "destroyed" program will receive zero credit.
  • Remember that, for every hour spent in class, 2 hours of outside class work (homework/projects) are typical for an AP course (i.e. 5 hours in class per week + 10 hours at home)

Responsibilities while absent:

Notes and Homework

Test and Quizzes

  • Get notes from a peer or online.

  • Read the section and look at examples.

  • Get the assignment from the calendar, web page or a peer in class.

  • Do the assignment, even if you need help come in before or after school for assistance!

  • As per school policy you have the same amount of days as you were absent to make up missing test/quizzes.

  • Any test/quiz not made up in the appropriate amount of time will be a zero.

  • You may need to schedule time with Mr. Meinzen either before or after school to meet or receive appropriate help on a timely basis...plan accordingly!

  • Policy : BYOD

    • A student-issued computer is provided for students for this course. These computers run the following software (see Resources tab for details):
      • Microsoft Windows 7 (Pro)
      • Java SDK (Version 1.8 also called Version 8)
      • Eclipse (Oxygen)
    • While students may use--and are encouraged to use--their own computer to complete assignments at home, there are specific devices that may not be compatible with the software.
      • A general rule of thumb is to see if the device comes with a keyboard and mouse...if not, then usually the device cannot be used in the course. For example: MacBooks will work but iPads will not. Please see your teacher if you have specific questions about your device.
    • Phones and/or uncovered cameras are, generally, NOT allowed because they are rarely appropriate in the classroom except in teacher-approved circumstances.
      • Example 1 : Students who intentionally or unintentionally compromise the privacy of any other student or compromise academic integrity or validity of a test or quiz by their behavior may expect a zero and, possibly, a referal for further consequences. This includes having a personal camera (i.e. smartphone/BYOD device) out while ANY assessment is in the classroom (not just their own assessment).
      • Example 2 : A student who turns in their test and then takes out their smartphone (i.e. camera)for their own reason (i.e. listen to music) while other students are still working on their tests may expect to receive a zero on their test. As well, a student taking pictures of teacher's notes on the board--without teacher approval--will not likely retain/learn of concepts and may be invading the privacy of other students (white boards are highly reflective). Generally, if the teacher is taking the time to hand-write notes on the board, then students should put in the effort to copy the notes.
      • Example 3 : A teacher-approved manner may occur if a course-appropriate website is blocked but is accessible via cell phone (i.e. cell tower versus wifi), the teacher may allow temporary access to that website to complete assignment.
      • Example 4 : A student may have an identified disability that requires them to take pictures of the board in order to expand the image to very large size due to their visual disability.

    Practices : Tardies and Absences

    • Attendance is the responsibility of the student and their parents/guardian.
    • Parents/Guardian may be contacted the next day via phone or email to inform them of any absences or student issues.
    • First two tardies result in warnings, 3rd tardy is after school detention, 4th is Saturday detention, subsequent are suspensions.
    • If you have an excused absence, you will be allowed to make up your work for full credit by the same number of days you were consecutively absent.
    • Unexcused absences follow the same procedure as excused absence; however, you will only receive 50% of the grade you earn.
    • Refer to the school attendance policy for complete details on excused and unexcused absences and make-up work.
    • There will be ONE expected in-school field trip in April to complete an AP "Mock Exam" in preparation for the actual AP Exam as well as the 2nd Semester Final Exam. This field trip is required and the "Mock Exam" will be scored as part of the course grade regardless of the student actually taking the AP Exam or not.

    Practices : Teacher Discipline

    • I expect students to be respectful to each other and their teacher. Refer to the student handbook if you have questions.
    • Students are expected to take notes, ask questions, and work consistently and continuously the entire class period.
    • If problems occur in the class the discipline plan, in general, is:
      • Verbal warning (may include "1 minute after class delayed dismissal" or "15 minute after school mini-detention")
      • After school detention
      • Referral to the dean
      • Parents called or e-mailed
      • any student caught downloading and installing a program on the computers without Mr. Meinzen's consent will receive a referral to the administration and possible 5-day suspension

    Advice & Expectations

    • Use mechanical pencils (have at least 2).
    • Keep an organized notebook and a folder with all your assignments. Get two classmates’ phone numbers in case you need help.
    • You will need to purchase a flash drive or other storage device for this class.
    • Students must keep multiple backup copies of all work. It is the student's responsibility to be aware that technology is NOT perfect.
    • If purchasing a disk/flashdrive is a problem, let me know
    • WEBSITE for Assignments is
    • This class is a COLLEGE COURSE, it requires a great deal of self-discipline. It is easy to be social and not get work done. This is especially true in the first quarter when things seem easiest WARNING! If you do not keep up, you will fall behind and NEVER catch up.

    What can I expect from the teacher ?

    • You can expect the teacher to maintain a classroom atmosphere that is safe and conducive to the education of ALL students. Any student or group of students prevent or disrupt this will be discipline as outlined above.
    • I will try to be available before and after school either in the classroom or in my office in Room 310 for extra help [unless a meeting is scheduled].
    • I can be reached at EHS: or 656-7100.
    • As well, I strongly encourage students and parents to contact me as soon as possible if there are any questions or difficulties.
    • In general, I provide daily information on this website and I contact parents/guardians/students via the email address that is registered with the district. However, please let me know if you wish to be contacted by other means on this form. After you have read over this classroom policy, please sign below, and return to me to be put on file. This is your first assignment.

    Survey Assignment

    • What is your best learning environment (given the classroom we have)?
    • What do you not want your teacher to do that would make you not want to learn this material?
    • What learning/teaching style do you think is most effective for you?
    • What resources do you use to best understand the concepts? (examples: textbook, teacher, family, after-school tutoring, specific website, etc.)?
    • If you could start a realistic classroom tradition, what would it be? (example: every odd-numbered Friday is popcorn-during-lecture day)


    • I prefer to be contacted via (circle preference): EMAIL, or PHONE, or OTHER (specify)
      Print Parent/Guardian Name   Print Student Name  
      Parent / Guardian Signature Date Student Signature Date
      email address home phone work/cell phone