{ Code Next } Think. Make. Lead.

Training Playbook

Vol. 1 - The Basics

Table of Contents

01
Code Next Overview
02 Mission & Values
03 How We Prepare Students
05 Strategy
08 Social Capital Skill Sets

02
Pathways Overview
09-12 Code Next Pathways
14 Community-centric Design
15-19 Code Next Approach to Learning
21-23 Assessment

03
Logistics
25-26 Overview
CODE NEXT
OVERVIEW
T

MISSION
{Code Next} expands social capital in Black and
Latinx neighborhoods by developing culturally
engaging and community-centric tech innovation
experiences for 9th to 12th graders.

VALUES
LEARNING
We believe that learning should always be characterized by wonder and
discovery. We grant our students the freedom to experiment, to tinker, to
play, and to struggle, encouraging them to take on and persist through
challenging situations. It is through this organic learning process that
students gain a deeper understanding of content, reflect on their personal
development, and acquire new and meaningful skills.

INNOVATION
We believe that designing creative solutions leads to a positive impact on
the community. Our programs put students in the driver’s seat of their
learning to empower them to be not only critical consumers of innovative
technology, but purposeful creators as well. It is not enough to teach kids
how to solve problems; we should help them discover what problems need
solving, to spot the voids that need to be filled, and to equip them with
skills to do so.
CULTURE
We believe that culture makes content relevant. We craft projects and
experiences that are responsive to the developing interests, passions,
and cultural identities of our students. We create a learning atmosphere
that engages the whole student, where everyone feels respected and
connected to one another.

SOCIAL CAPITAL
We believe in the power of community. Code Next Pathways are situated
within an interconnected support network of families, educators, Googlers,
partner schools, and community organizations working toward a brighter
future for Black and Latinx youth. Helping our students reach their full
potential is our collective work and responsibility. We are better together.
02
How we prepare students
1 Community Network Building
Code Next students establish a connection to the Code
Next community and beyond. From the tech world to
their own communities, Code Next students engage in
meetings, tours, and projects that help them develop a
sense of connection to various industry networks.

2 Leadership
Code Next students develop the leadership skills of
communication, feedback, a sense of responsibility,
decisiveness, teamwork, and commitment.

3 College Readiness
Code Next students gain the skills and knowledge
they need to succeed in college and higher education,
including learning about pathways, the application
process, and course planning.

4 Career Readiness
Code Next students demonstrate career readiness by
creating resumes, practicing interviews, participating
in internships, and building a career identity that leads
them to discover their passions.

5 Technical Skills
Code Next students can program and code using
computing concepts (variables, logic, debugging, etc.)
and coding languages (HTML, Python, etc.).
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 STRATEGY

Playgrounds
Create neighborhood makerspaces that provide access to cut-
ting-edge technology.

Pathways
Curate immersive experiences to prepare Black and Latinx talent
with the technical skills and social capital needed to succeed as
influential tech leaders.

Partnerships
Build a network of organizations committed to our mission of a
diversified tech-creator class.

Products
Create products to share stories, data, models, and curriculum for
others to use and remix.

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Code Next Develops...
Tech Social Capital
• Provides knowledge pertinent to navigating the system
• Teaches students how to “network” with institutional agents
• Provides opportunities for youth to develop relationships with influential
people and organizations
• Community managers and coaches act as opportunity brokers

Skill Building
• Distinct hands-on projects that let makers explore different aspects
of creating things with technology; each with different degrees of
challenge.
• Leadership development focused on developing an ethical and effective
leadership style
• Mastery of at least one programming language
• Development of systems and critical thinking skills

Identity and Interest

• Highly engaging learning experiences build “tech identities”
• Leadership development aimed at building creative confidence,
communication, collaboration and growth mindset

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”I’ve become a lot closer with [the coaches]... Sometimes
when I just can’t deal with everything, and there’s a lot
going on, the coaches are right there for me.”
- Code Next 10th Grader, Oakland lab
Meet a Code Next Student!
Brandon Knights, who is currently a student in the Code Next
Chelsea lab, has always been interested in entrepreneurship,
specifically reselling high-end sneakers at a more affordable
price. Because of his involvement in Code Next, he’s been able to
both grow his business (he’s raised $6K in funding!) and code a
website for his venture, named “SCND DROPS.”

“Through Code Next, learning about design and coding

opportunities, we were able to figure out how to best format the
website so that it looks professional and yet still approachable. I
think that plays a big part in raising memberships numbers now,”
he says.
PATHWAYS
OVERVIEW
Code Next Pathways works with community partners to
cultivate an influential community of Black and Latinx
tech leaders.
Code Next Pathways are programs that progress along a continuum from exposure-level
to immersive experiences. These experiences are designed to engage students, as well as
parents, educators, technologists, and members of the community in the formation of a
supportive network that creates opportunities and provides guidance through the Code
Next experience.
The idea behind Pathways isn’t just to provide programs that inspire,
develop, and empower future Black and Latinx computer scientists
and engineers, but to incubate these programs within a support
network of families, educators, technologists, schools, and community
organizations. We have six programs in our pathways, and organize them
into two groups: “exposure-based” (basic introductions to computer
science) and “immersion-based” (deeper, more practice-based coding).

1 Workshops

Exposure + Breadth
One-day experiences that include exposure to computational thinking,
making, design, and the misconceptions around computer science and the
tech industry

2 Clubs
Weekly after-school sessions to build interest, connect with peers who
have similar interests, and explore and deepen skills in computer science,
engineering, and/or leadership

3 College and Career Readiness

A one-year college prep course that prepares students to apply for college.

4 Team Edge

Immersion + Depth
One-year tech leader immersive program that begins with fundamental
skills in computer science, engineering, and leadership

5 Bootcamps
Intensive daylong workshops or workshop series in computer science,
interview prep, emerging tech, and entrepreneurship

6 Launch
A summer program on product development, entrepreneurship, and
branding. By the end of the summer, students will have created and launched
their own product or web app.
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Community-Centric Design

Launch and Iterate! The Code Next team believes in a user-centric

model that takes an iterative approach to program design. We hope
to create a program model that is flexible enough to adjust to the
changing needs of youth in our spaces, while at the same time
holding true to our values and the Code Next experience.

In practice, this has taken shape

in a number of ways from hosting
design workshops with thought
leaders to one-on-one interviews
with students. As part of our design
process, we frequently build in time
to take a step back from the program
and evaluate the efficacy of our
design decisions, and as a team,
quickly come up with new designs
or programmatic features to better
meet the needs of our youth. We also
look outside of our team for ideas and
consultation—this includes working
with local community leaders, leaders
of national youth organizations,
educators, parents, youth, and
Googlers.

Some of the mechanisms for collecting feedback that drives changes

in design include:
• Exit tickets
• 1:1s with program participants
• Observations from external evaluators
• Focus groups
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 Code Next Approach to Learning

Our approach centers around

the idea that the students
are capable young adults. We
create “sandboxes” where
students, supported by
coaches, grow as self-directed
learners who take responsibility
for their education.

As the students outgrow these

“sandboxes” and prepare
for their college and career
pathway, they mature as self-
determined learners who
develop the capacity to learn
how to learn, adapt to new
situations, and actively pursue
their visions for themselves
and their future.

Code Next challenges and inspires everyone in the

space to become...

Creative, Computational Thinkers

Confident, Purposeful Makers

Effective, Ethical Leaders

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 The Code Next lab learning is derived from three
main components:
1 Project-oriented, culturally-relevant experiences
2 Inspirational spaces
3 Coaching
1 Project-Oriented, Culturally-Relevant Experiences
We call our students “makers” and “engineers” because
our hands-on, project-oriented curriculum challenges
them to actively take on those roles within meaningful
contexts. Projects are designed to foster inquiry and
collaboration, to incorporate choice, and to provide
opportunities for feedback, iteration, and extension.
Activities are based on a low floor, high ceiling, wide
walls approach—that is, making sure the lessons are
accessible to all makers and engineers (low floor),
provide a variety of learning paths and challenge levels
(high ceiling), and can be extended beyond the context
of the lab (wide walls). Our makers and engineers
are also given the chance to showcase their work to
families, Googlers, and the broader community.
The culture of the lab reflects the culture of the community.
The curriculum builds off of the prior knowledge and
experiences of the makers and engineers, connects to their
interests, and provides the necessary support for everyone
to experience success as learners and as leaders. There
is a positive vibe in the lab where everyone feels valued,
included, and free to be themselves. Makers and engineers
are given the opportunity to explore their identities in an
environment where they are seen as experts, their peers
as resources, and their families as assets to the learning
community. They examine their communities and develop
an analytical lens with which to view the world around
them. As students build community awareness alongside
computer science and engineering expertise, their projects
increase in complexity, scale, and community impact.
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2 Inspirational Spaces
Each Code Next learning space is called a lab, not a classroom. In partnership with leading
education design experts, we define labs as a space that inspire youth to create and bring
their ideas to life. Creating neighborhood makerspaces that provide access to cutting
edge technology, role models, resources, and opportunities gets us highly involved in the
communities that we serve.
Considerations for the setup of the physical
space include:
The Code Next lab is a rich learning • A reception area
environment that reflects the ideas, values, and • A micro kitchen for food and snacks
culture of the community. The physical space: • A large presentation/meeting area
• Inspires the makers and engineers to • Large screen(s) useful for facilitation
become disruptive leaders in tech and
• Supports constructivist learning, or • presentation
learning-by-doing • A staff office
• Encourages risk taking and promotes a • Meeting rooms
growth mindset • Secure and non-secure storage spaces
• Facilitates group work and • Flexible configuration
collaboration • Wall graphics of inspirational tech
• Seamlessly integrates technology leaders and stories
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3 Coaching

The instructors for our programs are called “coaches.” Our coaches have
expertise in computer science, engineering, and education and act as
multicultural navigators for the makers and engineers. The coaches guide and
facilitate learning within a project-oriented and culturally-relevant experience.

Here are roles the coaches play in the maker’s experience:

Coach as a Guide
Coaches work closely with makers and engineers to help them
organize timelines, set checkpoints, utilize resources, manage team
dynamics, and prepare projects for a presentation or showcase.
Coaches set clear and high expectations for the makers and
engineers, and play an active role in engaging and motivating them
along the way. As a guide, the coach’s goal is for the makers and
engineers to grow as self-directed, autonomous learners.

Coach as a Facilitator (of learning)

Coaches utilize a variety of methods that encourage all students to
participate. They stimulate thinking through questioning as well as
facilitate small and large group discussions. Coaches manage the flow of
a lesson to maximize engagement and motivation. They foster a learning
mindset where makers and engineers thrive in challenging situations.
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Coaching continued...

Coach as a Facilitator (of culture)

Our coaches build strong relationships with the students and provide the space for
student voice and choice. With an understanding of students’ cultural backgrounds,
knowledge, and experiences, coaches connect lessons to the students’ lives and
the topics that are important to them. Coaches create a learning environment that is
safe, fun, and inclusive.

Coach as Assessor
Coaches develop a holistic view of each maker and engineer and provide formative
feedback around their content knowledge, skill growth, and personal development.
They integrate self-reflection and peer assessment so that makers and engineers
become aware of and take ownership of their learning. Coaches help makers and
engineers build portfolios that highlight their projects, their process, and their
growth.

Coach as an Industry Navigator

Our coaches help the makers and engineers build the knowledge, skills,
characteristics, and mindsets necessary to succeed in industry. They share stories
about their educational and professional experiences in tech or tech-related fields.
Coaches also work with our community manager to bring professionals and experts
into the lab to work with the makers and engineers or connect them with outside
opportunities that align with their goals and interests.
Assessment

Good assessment design begins with

knowing what your big goals are

At Code Next, we want to cultivate the next generation of Black

and Latinx tech leaders. Our definition of a ‘Tech Leader’ is
someone who possesses, and continually grows in, the following
seven areas: creative confidence, computational thinking,
teamwork, communication, cultural awareness, tech fluency,
and knowledge base. See below.

Being a Transformational Leader

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Assessment continued...

So, how do we intend to assess student

growth in those spaces, you ask?
We encourage each lab to think about how best they want to assess the
success of students. Two things we recommend considering:

1) Clear guidelines around what types of assessment to use, and

2) A data dashboard that allows lab staff to input their assessment data and
draw conclusions about student success.

Planned Assessment includes:

1
Qualitative Measures
• Coach observations and performance reviews
• Rubric-assessed projects
• Portfolios
• Student self-reflection

2
Quantitative measures
• Attendance
• Retention
• Progression
• Number and strength of their various relationships
with mentors and other professionals

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Assessment continued...

Evaluation and Outcomes

For the past few years, we’ve partnered with The Education Development Center, Inc.
(EDC). EDC has been an external evaluation partner since the first phase of Code Next
launched in January 2016. As an evaluation partner, EDC is focused on assessing our efforts
to develop a pathway to computer science for future Black and Latinx tech innovators. EDC
also provides ongoing feedback about the participants, the curricula, and the program to
help our team iterate on program design. But most importantly, the evaluation provided
by EDC helps us drive toward the development of a strong model that can be shared with
other organizations working with Black and Latinx
communities to help improve diversity
and innovation in the tech world.
 Logistics

1 Building a Team
Building the right team is an integral part of running a supportive, strong, and cohesive Code
Next Lab. Each Code Next flagship lab team consists of a Community Manager, a Site Coordinator,
Instructional Coaches, and Technical and Non-technical Volunteers. Below, the number in
parentheses indicates how many of that particular position each lab typically employs.

Community Manager (1): This role serves as the leader of assessing the needs,
goals, and interests of youth in the lab, and creating a local Code Next community by
connecting with local nonprofits, schools, and other tech companies in the area. This
role manages and leads the lab operations, including leading a team of coaches, head
coach, site coordinator, and volunteers, and works directly with students, teachers,
and parents to ensure that they are following our road map to success. Check the
Appendix for sample job posting.

Site Coordinator (1): This role provides operational support in the lab, working closely
with the Community Manager and coaches to maintain the lab, order supplies and
catering, coordinate events, manage data collection, and carry out other tasks that
ensure quality programming and lab site maintenance. Check the Appendix for sample
job posting. Some labs choose to combine the role of community manager and site
coordinator. That is up to each individual lab.

Instructional Coach (3-4): Coaches are responsible for delivering instruction,

preparing for lessons, connecting with students, and providing feedback to the
education design team. Coaches teach computer science, engineering, leadership,
or some combination of the aforementioned concepts. Check the Appendix for a
sample Computer Science Instructional Coach job posting and a sample Leadership
Instructional Coach job posting.
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Logistics continued...

Volunteers (depends on need): Both technical and nontechnical

volunteers are valuable to the development and carrying out of Code
Next programming. They provide support at events, during lab time,
and more.

2 Program Timeline
The Code Next program model currently operates year-round. Annual
programming includes four types of originally-designed modules: Workshops,
Foundations, Team Edge, and After-School Enrichment Clubs. Foundations run
over a two-week period during the summer months. Team Edge and Clubs are
run from September to June, which coincides with the academic school year,
and are broken down into three terms. Each term is three months.

3 Lab Space
Each lab has 1 or 2 dedicated workspaces and a communal area. The
workspace is where all technical equipment and hardware will live. The
communal area is a space for community building, activities and eating.
Tools to Acquire (Equipment, Hardware, and Software)
In order to inspire our youth to create and bring their ideas to life, our labs need to be accessible
and equipped with the tools necessary to facilitate the Code Next programs. Since a majority of our
programs are hands-on and project-based learning experiences, at a minimum, each lab requires
one laptop per child; we also recommend, if possible, that you include 3D printers, a laser cutter, and/
or a selection of hardware, software, and safety equipment as required by the program. However,
the laptop is the most important tool.

Equipment: Laser Cutter, 3D Printer Meals

Safety: Fume Extractor
Hardware: Laptops, Arduino, Makey
Makey
Software: Processing, Github
Common Vendors: Amazon, Sparkfun,
Adafruit (NYC based)
According to our external evaluators, food is and continues to be
an essential part of the Code Next program. The parents within our
community viewed it as an important factor and would not have
allowed their child to participate if a good meal wasn’t provided.
The makers and engineers valued food and it has become an
important part of building community. During after-school hours a
hot or cold meal is provided. On full days, hot breakfast is provided
in the morning, a hot or cold meal is provided for lunch, and a late
afternoon snack is provided.

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