Running head: SCHOOL IMPROVEMENT PLAN 1

CodeRVA School Improvement Plan

Whitney M. Powell

Longwood University
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CodeRVA School Improvement Plan

CodeRVA Regional High School is a regional, non-traditional, year-round school with an

emphasis on computer science. Many educators see CodeRVA as a utopian environment;

however, each school comes with unique challenges. This project details the journey of

analyzing Year 1 data to create a school improvement plan to ensure CodeRVA meets all state

and federal regulations.

Mission Statement

CodeRVA’s mission statement is “To prepare a diverse population of students for college

and careers in computer science through personalized, integrated, and applied learning.” The

mission encompasses that CodeRVA aims to build the computer science pipeline within the

Greater Richmond area. The mission does not mention the intentional need to disrupt the

regional and national trend of racially segregated public schools. Jesse Senechal of the

Metropolitan Educational Research Consortium (MERC), stated “If you create public schools

that reflect the diversity of our region, it’s going to benefit everyone and build understanding and

tolerance across groups.” (Mattingly, 2017).

CodeRVA received the first federal Magnet Schools Assistance Program (MSAP) grant in

the state of Virginia. Section 5031 states magnets schools, “Assist in the desegregation of public

schools by supporting the elimination, reduction, and prevention of minority group isolation in

secondary schools with substantial numbers of minority group students” (Every Student

Succeeds Act, 2015). CodeRVA should consider revamping the mission statement to include the

intentional diversity of our student body. The executive director, MSAP grant coordinator, and

the computer science technology specialist should work together to create a revised mission

statement. However, this small group should also consider input from key stakeholders including
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students, parents/guardians, staff, and community members to ensure the revised mission

statement is reflective of all opinions.

Needs Assessment

The Metropolitan Educational Research Consortium (MERC) provides an evaluation of

CodeRVA’s work as specified in the Magnet School Assistance Program (MSAP) grant. MERC’s

mission is to, “Improve the experience in schools for educations and students by conducting

community-engaged research addressing problems identified by division leaders,” (Corning,

Becker, Naff, Senechal, & Sions, 2019). In CodeRVA’s Initial Formative Evaluation Report,

MERC highlighted that, “Project-based learning (PBL) and computational thinking are not fully

developed or incorporated into curriculum,” (Corning, et al., 2019). According to CodeRVA’s

MSAP grant proposal, “PBL forms the core of the school’s instructional model across all content

areas, while computational thinking, pattern recognition, and data analysis will be integrated into

all coursework,” (Bolling, 2017).

MERC also highlighted that staff described personalized learning in multiple ways,

although most incorporated an emphasis on self-pacing. Personalized learning is a key part of

CodeRVA’s mission statement; thus, staff need to have a united, universal definition.

Personalized learning allows students to develop self-management, which is a required

workplace skill. In addition, personalized learning allows students to tailor their education to

their individualized interests.

Personalized learning and PBL prepare students to become life-ready Virginia graduates

by, “Aligning knowledge, skills, and personal interests with career opportunities,” (Virginia

Department of Education [VDOE], 2016). Self-paced personalized learning prepares students to

meet another component of the Profile of a Virginia Graduate by demonstrating productive

workplace skills.

Data Collection and Analysis

To analyze data and set goals I met frequently with CodeRVA’s executive director, MSAP

grant director, and MERC’s lead evaluator. Together the executive director and myself discussed

CodeRVA’s lack of a School Quality Profile (SQP). The director informed me that CodeRVA

does not have an SQP. This is because CodeRVA is an educational program, not a school. Data

collected from student Standards of Learning (SOL) scores are returned to their home districts

and schools. The director was quick to add that CodeRVA scores were all above the required

state minimum of 70%.

The grant director and I discussed the components of CodeRVA’s MSAP grant proposal.

She also shared the evaluation process MSAP and MERC use to evaluate effectiveness and

alignment to the MSAP grant. MERC’s lead evaluator shared that they provide feedback to

CodeRVA in areas of school and curriculum design, student outcomes, regional outcomes, and

diversity, equity, and inclusiveness. Despite the title lead evaluator, she informed me that the

purpose of MERC is not to ‘evaluate,’ but to provide reflection to allow CodeRVA on how to

further develop practices to exemplify the program’s goals. The evaluator revealed a challenge

for their research is the lack of comparison for our innovative school. MERC primarily collects

data from three sources including staff interviews, student interviews, and student surveys. Staff

and students alike highlighted the need to broaden the understanding of diversity, develop and

apply self-management skills, and the application of project-based learning and computational

thinking to computer science across subject areas.

Through evaluation with staff, directors, and MERC, three goals have been developed for

CodeRVA in the 2019-2020 school year.

1. To broaden student and staff understanding of diversity beyond employability by

prioritizing the need of equity and inclusiveness.

2. To develop students’ self-management skills through goal-setting routines.

3. To expand personalized learning by including student choice in interdisciplinary project-

based learning.

Communication of the Assessment

To repeat, CodeRVA’s mission statement is, “To prepare a diverse population of students

for college and careers in computer science through personalized, integrated, and applied

learning.” (CodeRVA, 2018). The school vision states that we aim to prepare a diverse

population of students. MERC found that students at CodeRVA typically only associated

diversity with race and ethnicity. Although our goal is to prepare diverse students for college and

careers, our goal is to make diversity greater than a soft skill. To continue moving forward,

students should also consider diversity in gender, sexuality, religion, language, socioeconomic

status, and others. Recognition of diversity is just the starting point to equity and inclusiveness.

The profile of a graduate requires students to develop relationships, appreciate others, and value

community interactions to become responsible citizens (VDOE, 2015).

Self-management is a critical component of being a successful student and employee. As

we aim to prepare students for the future, it is essential students learn self-management prior to

graduation. VDOE solidifies that life-ready graduates should, “Demonstrate productive

workplace skills, qualities, and behaviors.” (VDOE, 2015). Our mission explicitly states the need

to prepare students through personalized and integrated learning. As we encourage our students
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to consider our school a work environment, teachers also need to collaborate to create cross-

curricular content. Personalized learning is a cornerstone of CodeRVA’s pedagogy which allows

us to meet the final two requirements of a Virginia graduate related to content knowledge and

career exploration.

Schoolwide goals will be shared with all stakeholders including staff, students,

parents/guardians, and community members. Staff members will be informed at the June 2019

staff meeting to immediately begin implementing strategies related to the goals. Students will

learn of schoolwide goals during daily morning meetings. In addition, parents will be notified at

the June PTSA meeting and will receive a summary of goals, strategies, and implementation

timeline with their student’s mailed report card.

Improvement Plan Document

CodeRVA’s school improvement plan is attached in Appendix A. The plan details

strategies, action steps, and the implementation timeline. The document also presents

information on responsible parties and evidence of progress.

Resource Management

The 2019-2020 (FY 20) budget was approved at the January 2019 school board meeting.

As referenced in Appendix B, the budget allocates $10,000 for professional development. The

MSAP grant provides additional money for professional development. Unfortunately, CodeRVA

does not have access to MSAP year 3 funding until October 1, 2019. I recommend that a portion

of the assigned professional development funds be spent on student and staff workshops directed

by the Virginia Center for Inclusive Communities (VCIC). Another portion should be designated

for a 2-day staff training on personalized learning.

$16,000 was allotted for instructional materials in the FY 20 budget. An additional

$11,000 is budgeted for educational and recreation supplies including testing materials and

student supplies. As the school implements a symposium, a portion of this line item must be

spent on tri-fold posters or poster printing. It is strongly encouraged the school purchase a large

poster printer with MSAP funding in October. A portion of the instructional materials funding

would need to shift to printing services to provide poster paper and ink. Universities stress the

lack of research experience students have, thus CodeRVA should attempt to align our research

process to that of a college student or employee.

Implementation and Monitoring Progress

Implementation of the first goal, regarding diversity, will be begin the first week new

hires start in July with a pre-service training. The training will be hosted by the VCIC and will be

tailored to CodeRVA based on student feedback collected throughout MERC surveys. Current

staff received a one-hour training at the beginning of the 2018-2019 school year, but discussion

prioritizing diversity and inclusivity did not continue throughout the school year. CodeRVA

received the MSAP grant because the school is dedicated to reducing and preventing minority

group isolation. Staff need to prioritize on-going, sustainable practices for diversity and

inclusivity. Teachers will participate in bi-weekly meetings focused on diversity, inclusivity, and

equity. In addition, teachers will be required to participate in online discussions surrounding

diversity. Recertification points will be given for this work.

For continuity, VCIC will also give seminars to students at the beginning of the 2019-

2020 school year. Survey results show that CodeRVA students typically associate diversity to

race. To reach this goal students need to recognize other forms of diversity including gender,

sexual orientation, religion, socio-economic status, and others. CodeRVA plans to highlight racial
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and gender minorities computer scientists in our weekly Speaker Series. The outreach

coordinator will prioritize at least one minority speaker per month.

In addition, the global studies department has decided to cultivate a list of marginalized

authors to highlight in their curriculum. Teachers will curate their own resources to use in the

first semester and then students will discover sources applicable to content for the second

semester.

For the school’s second goal, staff will support students’ development of self-

management skills. All current teachers at CodeRVA have been trained in Agile methodologies

and are Certified Scrum Masters. As referenced above, scrum fosters efficient work. Students

will be introduced and required to complete daily Kanban boards. Kanban is a scrum strategy

that provides a visual reference for task completion. Students will use Canvas assignments,

breakout appointments, and Edgenuity tasks to complete their Kanban board. As students work

on assignments, they can move them to the ‘doing,’ portion of their board. When a task is

complete the assignment will be moved to the ‘done,’ column. The priority is for students to

complete all tasks listed on their Kanban boards each day. Morning meeting teachers will

monitor their progress.

Student progress will be collected during the fifth week of school. The data specialist will

pull reports of student grades and progress. Data collected will determine what additional

supports and interventions students need. Academic Case Managers (ACMs) will be responsible

for students behind in online electives. These students will be scheduled for study hall to

complete their world language and physical education classes. Study hall will provide students a

quiet place to work without the many distractions of the open space. Students will be continually
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scheduled for study hall until they reach desired progress. Data will be monitored weekly to

ensure students are staying on track.

Students that are failing two or more classes will be assigned to a targeted study skills

group sponsored by the ACMs. This group will focus on student success skills related to time

and self-management. The ACMs and student mentors will provide suggestions for concentrating

in the open-space.

Daily check-ins will be required for students that are continually struggling in blended

and online course work. These students will draft their Kanban board with their ACM and will

review it the following day. In addition, these students will be partnered with a student mentor to

share advice and ultimately help the student get back on track. When needed, the special

education case managers will also participate in this process. ACMs must maintain constant

communication with the student, their teachers and parents/guardians.

CodeRVA’s final goal revolves around personalized learning. Currently, teachers all have

various definitions of personalized learning. It is critical to have a unified view of personalized

learning to implement this pedagogy style schoolwide. In July, new and returning teachers will

complete a 14-hour workshop. Together staff will form a unified definition and create a page to

add to the student handbook to share information about curriculum design with students and

parents/guardians.

Teachers can choose or be assigned a partnering teacher from another subject area to

develop cross-curricular instruction. Teachers will be required to submit one integrated unit per

semester with student artifacts. Teachers will have common planning twice per week to prioritize

cross-curricular collaboration. In addition, CodeRVA plans to implement a student research

symposium. Each year students will choose a topic of their choice. Students will be assigned a
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staff member based on their research interest. Throughout the school year, students will have

various checkpoints to ensure they are completing the project. The research symposium will be

launched in August 2019. Students will meet on odd Wednesdays with their staff mentor for

feedback. Presentations will take place at a schoolwide symposium in April.

Reflection

Completing CodeRVA’s first school improvement plan has been a rewarding experience.

This project gave me the opportunity to work with administration and outside experts to analyze

data and produce schoolwide goals and incentives. All of my teaching experience has been in

fully-accredited schools. I was unaware that schools regardless of state accreditation should

create and implement a school improvement plan. However, this makes sense. Virginia

accreditation are the minimal requirements for schools, thus fully-accredited schools should

continue to strive for increased success. Drafting a school improvement plan requires teamwork

and collaboration from administration. Implementation requires effort and buy-in from all

stakeholders including students, staff, parents/guardians, and community members.

References

Bolling, M. (2017). CodeRVA program application. Retrieved from

https://innovation.ed.gov/files/2017/10/0029-CodeRVA-Abstract.pdf

Corning, A., Becker, J., Naff, D., Senechal, J. & Sions, H. (2019). CodeRVA’s first year: Initial

formative evaluation report.

Every Student Succeeds Act, §5301 (2015).

Mattingly, J. (2017). In CodeRVA, a high school experiment with hopes for a diverse region.

Retrieved from https://www.richmond.com/news/local/in-coderva-a-high-school-

experiment-with-hopes-for-a/article_a0d395ea-e72a-5d37-90d5-8211ce65edab.html

Virginia Department of Education. (2016). Profile of a Virginia graduate. Retrieved from

http://www.doe.virginia.gov/instruction/graduation/profile-grad/index.shtml
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Appendix A- CodeRVA School Improvement Plan

Appendix B- Documentation of Hours

I, Whitney M. Powell, have not given nor received help on this work, nor am I aware of any

infraction of the Honor Code.