Comprehensive Curriculum Plan
Pending Approval by the Pollock Moore Academy Board of Directors
Our Curriculum Development
Our written curriculum will be developed by our master educators, teachers, and instructors with help from our Regional Educational Servicing Agency (RESA), local industry stakeholders, and dual enrollment partners during our planning years. All of our curriculum will be based on Georgia Department of Education and local industry standards. We will be using eBooks from Ebook Central and Tumble Book Cloud through Galileo (Georgia Library Learning Online) for all of our courses along with a copious amount of other resources. Our developed curriculum will ultimately help our teachers individualize learning for our students. Unit maps and lesson plans will be developed by each master educator and the Chief of Innovation after stakeholder meetings. The following contains some of our basic practices with curriculum, delivery, and innovation. We hope that our curriculum fulfills our mission statement to educate and learn with engagement, innovation, and passion.
Course Descriptions and Rationales
I. Career, Technical, and Agricultural Education (3 credit requirements)
Pollock Moore Academy believes in the importance of job skills, soft skills, and employability. We require every student to complete a pathway in business in order to help students learn how to work in the adult world. Every student is also required to complete a pathway of his or her choosing through our own school or dual enrollment opportunities. Students need to know basic business skills, such as using email, exchanging money, and greeting a client, in order to be successful in any field in the adult world. We believe that business education should be required for every student due to its strong focus on critical soft skills.
Business 1 Introduction to Business and Technology, CRN 07.44130 http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Documents/Introduction-to-Business-Technology.pdf
Business 2 Business and Technology, CRN 07.44100
Business 3 Business Communications, CRN 07.45100
Career Exploration (Dual Enrollment)
Dual Enrollment Technical College and College Classes
II. Fine Arts
Although we do not require Fine Arts Education courses for graduation, Pollock Moore Academy strongly encourages each student to be an active member of a fine arts class or collective. Students who learn a performance art, visual art, or musical instrument tend to thrive after graduation. Fine arts is not only about the appreciation, collection, and performance aspect, but it is also a form of socio-emotional learning. Teaching students to use art and music for their overall health may improve their coping mechanisms and future mental health.
One unique aspect of the Mighty Phoenix Fine Arts Department is that we can offer almost any course to our students that they want to take, especially if we can hire an instructor with industry certification or teacher certification to teach just one class. If we have fifteen students or more interested in a specific fine art, then we may hire an instructor who is a field expert to come to our school and teach that one class. For example, if we had fifteen students who wanted dance lessons, under the terms of our charter, we could hire a dance instructor just for one block a day to serve the interested students. Imagine the possibilities of taking painting, woodworking, welding, and graphic design, some of which for technical college credit.
Chorus / Music / Band 1, 2, and 3
Visual Arts 1 , 2, and 3
Dual Enrollment Technical College and College Classes (Welding, Construction, etc.)
Fine Arts Elective (Dance, Theatre, etc.)
III. Language Arts (5 credit requirements)
The cornerstone of the PMA curriculum is literacy. We are dedicated to raising each child’s reading and writing level, and we believe that literacy instruction increases students’ abilities to learn in all subject areas, even for gifted students. We teach targeted literacy skills in our required freshman reading class, which are key literacy skills for all classes and grade levels. Most of our Language Arts classes are offered as an honors or advanced course option. In addition to our reading class, our freshmen also take an innovative version of the traditional 9th Literature and Composition. We offer American Literature and World Literature in 10th and 11th grade respectively, partnering them with a coinciding social studies course for cross-curricular teaching. During our students’ senior year of high school, they will learn literacy skills for the modern world while also completing a career-based senior capstone project. All grade levels participate in a student learning portfolio system.
9th Literature and Composition*
American Literature and Composition*
World Literature and Composition OR Dual Enrollment English
Contemporary Literature and Composition with Senior Capstone Project
Dual Enrollment Technical College and College Classes in English, Modern Languages, Performance Arts, and Journalism
Language Arts Elective (Drama, Debate, Speech, Performance Arts, Yearbook, etc.)
--Spanish is not required for graduation, but students who want to attend college after graduation must have at least two units of a Modern Language (Coding is the other option that we offer).
--Any of the Literature and Composition classes may be substituted by an equivalent Honors level or Gifted level course when available.
IV. Mathematics (5 credit requirements)
Every Pollock Moore Academy student will complete course work in mathematics that is both rigorous and appropriate for his or her future pathway. We believe that students who struggle in math should also receive scaffolded instruction by a teacher who will motivate them to love the subject and invest in learning math for the real world. We offer two math tracks for students, both of which offer an array of options in the student’s senior year. One math track begins with Pre-Algebra, while the other starts with Honors Algebra I or Algebra I. Pre-Algebra is mandatory to students who do not pass the math placement test in order to help them bridge middle school mathematics with high school level maths and to create a foundational knowledge base for all students. All students will take Algebra I, Algebra II, and Geometry; students will then choose one to two math courses to complete their credit requirements. We are teaching Algebra I and Algebra II consecutively to increase student retention of algebra and to increase students’ Geometry scores.
Pre-Algebra (honors track students may substitute an additional Senior Math)
Senior Math (AP Statistics, AP Calculus, Pre-Calculus, College Readiness Math, Advanced Mathematical Decision Making, Math of Finance)
Dual Enrollment Technical College and College Classes (could substitute as a Senior Math)
---Senior Mathematics courses will be determined by number of Junior and Senior student requests. Any senior math may also be taken as an elective math.
--Any of the Mathematics classes may be substituted by an equivalent Honors level or Gifted level course when available.
V. Science (4 credit requirements)
Science is the study of how things work, and Pollock Moore Academy aims to provide a broad variety of science and technology instruction focused on inquiry and discovery. All incoming students will be required to complete a science placement test. Students who already demonstrate proficiency in Environmental Science will complete Biology, Physical Science, and two choices of “Senior Science” or advanced science. Students who do not demonstrate proficiency in Environmental Science will complete Environmental Science, Physical Science, Biology, and one “Senior Science” or advanced science. Some Dual Enrollment courses can be substituted for a Senior Science. While all students must take Physical Science and Biology, we seek to be as student-centered as possible with the other two science courses. Our science classes are strategically partnered with our math classes in each grade level.
Environmental Science (or a proficiency level score on the Science Map Test)
Senior Science (Forensics, Chemistry, Physics, AP Biology, AP Chemistry, AP Physics)
Coding I, II, and III (Counts as three Modern Language Credits)
Dual Enrollment Technical College and College Classes (could substitute as a Senior Science)
--Senior Science courses will be determined by number of Junior and Senior student requests. Any senior science may also be taken as an elective science.
--Any of the Science classes may be substituted by an equivalent Honors level or Gifted level course when available.
--Students may exempt Environmental Science by passing the science placement test. In this case, students would take Biology during their freshman year and be able to choose two “Senior Science” classes.
VI. Social Studies (4 credit requirements)
Social Studies is a critical field which facilitates the PMA scholar’s evaluation of how people work, how societies function and evolve, and how we should best participate in our world through active citizenship. All students are required to take an American Government and Civics course that also contains a unit on Georgia history. This class in citizenship is foundational to understanding our responsibilities to our society as an adult and our rights as citizens, in addition to helping students prepare for U.S. History. The tenth grade subject U.S. History is strategically partnered with our Language Arts core requirement American Literature and Composition. Likewise, we have partnered World History with World Literature and Composition in each student’s junior year so that these two years of Social Studies instruction will be truly cross-curricular and collaborative in approach. Finally, our Senior level course in Economics is partnered strategically with our Senior mathematics course Math of Finance; Economics also builds on what students were introduced to in the Business Education Classes. We hope to prepare each PMA graduate to be an active participant in social justice and community service.
American Government and Civics with Georgia History
World History OR Dual Enrollment Social Studies
Dual Enrollment Technical College and College Classes
Social Studies Elective (Debate, Current Issues, Philosophy, Psychology, Geography)
--Any of the Social Studies classes may be substituted by an equivalent Honors level or Gifted level course when available.
--Social Studies electives will be determined by number of student requests.
VII. Physical Education (1 credit requirement)
Healthy living is an important life skill. PMA seeks to provide quality physical education classes during school hours, which include a variety of options in physical education electives. Our physical education department may also consider offering specialized electives taught by local experts if we generate enough student interest in a particular class (i.e. Crossfit, Karate, Dance). The primary role of physical education is to help students learn how to make healthy choices about their own well being in the future. Students will also learn strategies for making good lifelong decisions for their health. Students are highly encouraged to be active participants in our school’s athletic program, which is ran by our Physical Education Department. We hope to offer cross country, tennis, golf, cheerleading, and volleyball our first year and expand further when ready.
Dual Enrollment Technical College and College Classes
Physical Education Elective (Team Sports, Aerobics, Weightlifting)
Other Graduation Requirements
I. Business Education Policy: All students are required to complete a pathway (three consecutive courses) in Business Education and complete the End-of-Pathway Assessment for Business.
Rationale: Pollock Moore Academy believes in the importance of job skills, soft skills, and employability. We require every student to complete a pathway in business in order to help students learn how to work in the adult world. “Business education plays a unique and important role in students’ college and career readiness. Students who are college and career ready have the academic, employability, personal, and technical knowledge and skills to be productive members of society. College and career readiness is critical to all students’ success in their postsecondary education, careers, and personal lives especially with respect to their economic and social well-being” (National Business Education Association, 2016, p.1).
Our Business 1 Course introduces students to using a wide variety of technology hardware and software on the job. Business 2 teaches instructional technology and teaches students to evaluate how each concept is used in the real world for each child’s future field of study or service. For our Business 3 Course, students primarily learn how to use different forms of business communication like email, video conferencing, telephone, facsimile, expense reports, etc. for a wide variety of transactional purposes. Our business classes also feature engaging scenario-style practice and competitions.
Students are encouraged to complete an apprenticeship in a local business. “The most effective [Work Based Learning] programs, research shows, have a clear link between what is learned in the classroom and what is learned on the job. The school-work connection does not happen automatically. It is clear that intentional planning and pedagogical decision-making need to occur for students to make the connections between school curriculum and workplace learning” (Alfeld, 2015, p. 26). We believe that our community stakeholders and industry leaders deserve employable future employees.
II. Secondary Pathway Policy: All students are required to complete one additional pathway of their choosing in CTAE, Fine Arts, Mathematics, Language Arts, Science, Social Studies, or Dual Enrollment.
Rationale: If we really want our high school students graduating with the ability to hold a job and be contributing parts of our society, then we need to make them job-ready. The re-authorizing of the Perkins Act in 2018 supports the federal investment in Career Technical Education (Ferguson, 2018). Even students who want to go to college need to be job-ready. The Thomas B. Fordham Institute argues for the inclusion of Career Technical Education classes for all students, especially college-bound students, who need to be adequately prepared to lead tomorrow’s workforce (Petrilli and Shaw, 2016).
We need all of our students to graduate ready to work because our workforce is currently understaffed. According to the Georgia Department of Labor, there are currently more than 200,000 available unmatched civilian jobs in the state of Georgia and over 12,000 of those jobs are in the Augusta Central Savannah River Area (Department of Labor, 2017). High school should prepare students to be self-sufficient. Secondary Pathways or Major Pathways offered will be largely determined by student selection and community partnerships.
III. Senior Capstone Project and Transitional Plan Policy: All students are required to successfully complete a Senior Capstone Project and Senior Transitional Plan.
Rationale: As part of our long-term goals and supports for our students, we strive to help each child identify possible, positive, and achievable paths for their future. The Senior Capstone Project helps students conceptualize their future job or future field of study, and it can help them save valuable time after high school figuring out what to do. It consists of a teacher mentor, career mentor, research paper, panel presentation, and portfolio. “Reflecting on who they are and what they want to do, the Capstone project provides students with the opportunity to explore a career of personal or professional interest and address the latest trends or issues through focused study and applied research” (Georgia Department of Education, 2018, p.1).
During Senior Week in April, our seniors spend Tuesday night or Senior Capstone Night presenting their unique Senior Capstone Projects to a judging panel. On Thursday night of Senior Week, also known as Senior Testimony Night, students share their personal transition plan with their family, friends, and educators. There is widespread acceptance for transition planning for students with disabilities, but PMA believes that transition planning is valuable for all students. “The transition plan is based on a high school student’s individual needs, strengths, skills, and interests. Transition planning is used to identify and develop goals which need to be accomplished during the current school year to assist the student in meeting his post-high school goals” (Stanberry, 2016, p.2). Pollock Moore Academy hopes to eventually fund a guidance counselor who specializes in transitioning to adulthood and helps guide each student for a year past their matriculation from our school.
I. College and Career Readiness Model
In everything we do, Pollock Moore Academy seeks to prepare every child to be job ready. From requiring business casual and business professional clothing to requiring business education to using job scenarios in our lessons, PMA wants to inspire our students to become adult-ready and self-sufficient members of society.
- Soft Skills Emphasis: Soft skills are personal attributes that make someone a better adult and employee. The community will choose which attributes we focus on each year. We will practice soft skills consistently beginning in our morning meeting. Our PMA Way Behavior Expectations also teach specific soft skills and manners for public conduct in a professional setting. The PMA Way Behavior Expectations were designed to emulate The Essential 55 by Master Educator Ron Clark (2003). Soft skills are essential to better job performance by Millenials: “When LinkedIn analyzed the skills of its members in 100 metropolitan areas and the skills required for the jobs available in those places, the professional networking site found a shortage of 1.4 million people with communications skills compared with a deficit of 472,000 with software development skills” (Selingo, 2018, p.2).
- Dual Enrollment Offered On Campus: PMA will strive to make educational partnerships with career and technical colleges and four-year universities to offer a variety of dual enrollment credit classes here on the Pollock Moore Academy campus. Students must pass the Accuplacer Assessment in order to enroll in Dual Enrollment courses. Dual Enrollment courses offered on campus will be based on student interest, but will include vocations such as criminal justice, culinary arts, accounting, construction, and cosmetology. “Georgia allows students to earn dual credit in academic and/or CTE dual-enrollment courses through the Accel program, HOPE Grant program, Move on When Ready program, and joint enrollment. Depending on the program, courses are offered at the high school, institution of higher education, and/or online. Students may take developmental/remedial coursework for dual credit. Public postsecondary institutions are required to accept these credits” (Education Commission of the States, 2015).
- Two Pathways Required: We require every student to complete two career pathways. We believe that every student (regardless of future field) needs business and communication skills, which is why we require a business education pathway (3 consecutive classes) for every student. In addition, our students also take three classes in their major pathway. Requiring each student to choose a major promotes Uvins’ theories that requiring a specialty is an important way to engage students and differentiate them for employers (2018). Pathways can be a wide variety of majors including a modern language, science and math, liberal arts, visual arts, music / band / chorus, dual enrollment (cosmetology, culinary arts, criminal justice, nursing, construction, etc.).
- Senior Capstone Project: Every graduate of Pollock Moore Academy produces a Senior Capstone Project, which requires each student to present themselves to the world as someone who has researched a job field with a research paper, career mentor / job shadow, teacher mentor, portfolio, and panel presentation. See above for rationale. A copy of the Senior Capstone Manual will be available on our website.
- Senior Transition Plan: Every high school graduate should have a well-articulated life plan that will successfully guide them into adulthood with deliberate goals and methods for achieving those goals. Students will use Georgia’s Career Pipeline (https://gacareerpipeline.gadoe.org/) and Georgia Futures (https://www.gafutures.org/) during counseling and planning.
II. Mighty Mondays and Morning Meetings
Every school day at Pollock Moore Academy begins with a Morning Meeting as a whole school, where we welcome everyone to school, say the pledge, hold the moment of silence, sing an educational song or learn about a soft skill, then we say our PMA Way Positive Affirmations. We conclude with quick announcements by students and staff. Our morning meetings will be conducted similar to the methods described by Kriete in Educational Leadership (2003): “During these morning meetings, students and teachers gather in a circle to greet one another, to listen and respond to one another's news, to practice academic and social skills, and to look forward to the day's events. The meetings have four sequential components: greeting, sharing, group activity, and news and announcements. Embedded in each are opportunities to practice the skills of being a caring community” (p. 69).
On Mondays, our Morning Meeting will last for an extended time period as we will be learning about a thinking or literacy strategy that students will practice throughout the day in their various subject classes. Mighty Mondays will also be special because not every child will be required to come to school on Mondays. Students who test Proficient or Distinguished in all of their current courses will have the option to work online from home at their own pace via our Google Classroom platform. Gifted and Advanced Placement services may be delivered on Mondays at the teachers’ discretion. Students who do not test at Proficient or Distinguished will attend in-person school on Mondays for the purpose of us serving small groups of students who need targeted help.
Mighty Mondays is part of our Response-to-Intervention Strategy. Students are also allowed to schedule their own small group study sessions on Mondays at school for those who test at Proficient or Distinguished. Might Mondays allows our school to utilize blended learning platforms through Google Classroom. “In these blended learning models, technology does not just play an instructional role, delivering content and assessment on a flexible basis as students are ready. It also plays an infrastructure role, coordinating scheduling, testing, and student progress. These models often offer various learning pathways and modalities, rather than a single pathway or progression. Consequently, students have greater choice over what and how they learn” (Horn and Fisher, 2017, p. 60). In addition to online learning on Mondays, students will have access to the following online learning resources for the majority of their courses at Pollock Moore Academy: Achieve 3000, Study.com, USATestPrep, Galileo, and Google Apps for Education.
III. Ignite Specials
Our “small but mighty” approach to learning means packing in forty minutes a day in order to give students an opportunity to focus on character education, clubs and community organizations, hobby groups, and houses. All of these enrichment classes and organizations help embrace our students with the real world of adulthood, and they learn skills that will help them embrace adulthood. Psychologists and educational researchers like White and Dinos (2010) support the need for teaching students through a variety of social learning experiences.
Enrichment classes and clubs depend on student interest, but we are prepared to offer access to the following: Life Skills / Adulting, Painting, Drama, Poetry, Public Speaking, Robotics, Board Games, Music Production, Yard Games, Girl Talk, Boy Talk, Dance, Future Business Leaders of America, National Honors Society / Beta Club, Fellowship of Christian Athletes, Future Georgia Educators, Student Government Association, Literary, Robotics, Quiz Bowl, Math Team, and Step Team. All students will participate in a character education class based on The Habits of Mind curriculum. All students will also be part of a House group that teaches character traits, family behaviors, sportsmanship, and engages students with competitions.
IV. School-wide House System and Behavior Expectations
One curriculum innovation that we will employ is a school-wide house system in the British house tradition, but with modernized elements. The purpose of the house system is to improve school culture through the creation of vertical social structure groups (Green, 2006). At the beginning of the school year, students will be sorted into four House groups (Callenta, Idana, Moeia, Lumiere) at a House Sorting Ceremony. Students will then work to achieve house points each week from teacher points, competitions, academics, and citizenship. We use the PMA Way Behavior Expectations, soft skills, and house traits to teach students how to properly engage with others, the school, and the community. At the end of each quarter, we have house breakfast in the colors of the house who is leading house points, and at the end of the school year, we also award the house cup. Students will be placed in their house groups during academic time as well to promote house relationships and intrahouse competitions within those classes.
V. 1:1 Technology School / The 24/7 Curriculum
Every Pollock Moore Academy student has a school-issued Google Chromebook that provides them access to their Google Suite, PowerSchool, Achieve 3000, USA TestPrep, Georgia Futures, etc. Our 1:1 technology mission allows students more access to digital resources and e-learning curriculum structures (Ray, 2015). As part of the family commitment, parents provide WiFi at home for students to have 24/7 access to their curriculum. PMA teachers use a variety of technology applications and hardware to engage students in learning and to motivate them to learn.
Top Teaching Strategies
I. Project-based Learning and Real-world Application
Students learn more when they are the ones in control of their learning and when their learning connects to the real world. We seek to use lessons that use real world scenarios, teach collaboration or independent thinking skills, and require students to execute an extended task. “Students are not sponges of information but planners, risk-takers, collaborators, and independent workers. Teachers become facilitators, mentors, and public-relations experts. Community members possess an immeasurable fountain of information and leadership skills. All in all, each contributes to the team that fuels the individual student work team” (Preuss, 2002, p. 20). Project-based learning is important to teach students independent thinking skills and task-based working in every subject area.
II. Game-based Learning and Music Incorporation
Students need to be engaged in learning, and today’s teenager loves to learn through games and music. Games can come in a wide variety of teaching strategies that include scavenger hunts, adapted board games, and educational video games. Game-based learning is effective as a tool to engage students and to help them apply the practical skills of gaming with cognitive, affective, motivational, and sociocultural environments (Plass, Homer, and Kinzer, 2015, p. 258). We hope to be able to use apps like DimensionU for edgames. Music can be used to help students memorize concepts and/or improve the quality of the classroom environment. Educational research implies that using music in the classroom can increase students’ ability to memorize needed information (Lummis et. Al., 2017, p. 2017). Music can also improve the overall classroom environment by making the space more positive and upbeat.
III. Technology-infused Lessons
Students should know how to use common and exceptional types of technology hardware and software. Being technologically literate is just as important as knowing how to read in modern society. Technology-infused learning is also known as blended learning or learning 2.0 and provides students access to a wealth of authentic activities differentiated to their readiness level (Daddona, 2016). PMA will also be teaching students how to control their devices and manage their time on their devices. Industry leaders support teaching device management as it helps students practice persistence, dedication, and motivation (Todorov, 2017).
Pollock Moore Academy will offer Coding as a Modern Language choice if we can secure an instructor. “Since the fall of 2014, students [in Georgia] have been able to take computer science classes, where they learn programming languages like Java or Python, in place of foreign language classes like French or Spanish” (Shamma, 2017, p.17). We recognize the importance of both computer coding classes and foreign language courses, and we also support a student’s right to choose which modern language they would prefer to study.
IV. Literacy Strategies in all Classes
All students should be able to read, write, and think on or above grade level as they learn about an extensive collection of subjects. We believe that literacy is essential to critical thinking and learning for every subject level in high school and beyond; therefore, all of our teachers are required to teach subject-based literacy lessons to help students acquire previewing, predicting, connecting, questioning, visualizing, evaluating, reviewing, and responding strategies to guide students in engaging with a text. As Schoenbach, Greenleaf, and Murphy suggests, teaching reading in an apprenticeship approach with system-wide reading for understanding strategies will enable students to be successful in multiple platforms (2012).
We also all use lessons and articles from Achieve 3000, a computer-based nonfiction Lexile builder for high school students. “Based on decades of scientific research, Achieve3000®'s proven and patented method of online differentiated instruction engages all learners at their individual reading levels and constantly challenges them to improve their literacy skills. Our solutions steadily increase students' ability to read, comprehend, apply and communicate information derived from complex text” (Achieve 3000, 2017).. Our school-wide literacy strategies align with the Georgia Standards of Excellence, available at www.georgiastandards.org.
V. Co-curricular Lessons
The world of academia and professions do not exist in vacuums, but instead they integrate multiple subjects, types of learning and tasks, and goal executions. Our teachers are highly encouraged to collaborate with their colleagues in order to create co-curricular lessons that make students think and perform above the standard. We have strategically partnered some classes to facilitate co-curricular learning (American Literature with US History, World Literature with World History, Algebra II with Physical Science, Math of Finance with Economics). Team teaching at the high school level promotes teacher growth and encourages risk-taking (Mandel and Eiserman, 2016). It also eases learning by providing students with more time to explore similar or connected topics.
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Lummis, S. N., McCabe, J. A., Sickles, A. L., Byler, R. A., Hochberg, S. A., Eckart, S. E., & Kahler, C. E. (2017). Lyrical Memory: Mnemonic Effects of Music for Musicians and Nonmusicians. Psi Chi Journal of Psychological Research, 22(2), 141–150. https://doi.org/10.24839/2325-7342.JN22.2.141.
Mandel, K., & Eiserman, T. (2016). Team Teaching in High School. Educational Leadership, 73(4), 74–77. Retrieved from http://proxygsu-swar.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1084225&site=eds-live&scope=site.
National Business Education Association (2016). Policy Statement 98: This We Believe About the Role of Business Education in College and Career Readiness. Retrieved from https://www.nbea.org/newsite/curriculum/policy.html.
Kriete, R. (2003). Start the Day with Community. Educational Leadership, 61(1), 68–70. Retrieved from http://proxygsu-swar.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=11861331&site=ehost-live.
Petrilli, M.J., and Shaw, D.Z. (April 8, 2016). How career and technical education in high school improves student outcomes. Thomas B. Fordham Institute. Retrieved from https://edexcellence.net/articles/how-career-and-technical-education-in-high-school-improves-student-outcomes.
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Preuss, D. A. (2002). Creating a Project-Based Curriculum. Tech Directions, 62(3), 16. Retrieved from http://proxygsu-swar.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7530613&site=ehost-live.
Ray, M. (2015). One-to-One. School Library Journal, 61(3), 24. Retrieved from http://proxygsu-swar.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101295045&site=ehost-live.
Schoenbach, R., Greenleaf, C., and Murphy, L. (2012). Reading for understanding : how reading apprenticeship improves disciplinary learning in secondary and college classrooms. San Francisco :Jossey-Bass, a Wiley imprint.
Selingo, J. J. (2018, April 20). Forget coding. It's the soft skills, stupid. And that's what schools should be teaching. Retrieved from https://www.washingtonpost.com/news/grade-point/wp/2018/04/20/the-top-job-skills-schools-arent-teaching-well-and-its-not-coding-or-math/?noredirect=on&utm_term=.ce76cc37a1b2.
Shamma, T. (2017, November 14). Is Computer Science A Foreign Language? Ga. Says Yes, Sees Boost In Enrollment. Retrieved from https://www.wabe.org/computer-science-foreign-language-state-sees-boost-enrollment/.
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