Academics - Harmony Public Schools

Harmony Academics

Harmony’s instructional approach strives for equity by providing a rigorous, challenging STEM curriculum serving all students, a focus on formative assessment, and a culture of high expectations and support. Harmony’s STEM curriculum is student-centered and inquiry-based and emphasizes mastery of 21st century skills that all students will need to be successful in college and career.

Harmony Academics

Harmony’s instructional approach strives for equity by providing a rigorous, challenging STEM curriculum serving all students, a focus on formative assessment, and a culture of high expectations and support. Harmony’s STEM curriculum is student-centered and inquiry-based and emphasizes mastery of 21st century skills that all students will need to be successful in college and career.

Our STEM program is a part of Harmony Public Schools Academic Department, which involves a team of curriculum specialists, instructional coaches, and lead teachers in Harmony Public Schools System.

It has three components:

HPS Project-Based Learning Program (PBL)

Project-Based Learning is an instructional approach that emphasizes collaboration and personalized learning. In project-based learning, student groups engage in meaningful inquiry that are of personal interest to them. These problems are real-life oriented, curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities or processes they will perform. They collect information from a variety of sources, and then analyze, synthesize, and derive understanding from it.

Harmony developed standards-aligned, cross-disciplinary, multi-sensory model called STEM Students on the Stage (STEM SOS) that integrates three core subject areas: a STEM subject of choice, social studies, and English language arts. The cross-curricular connections and hands-on learning deepen students’ conceptual understanding of topics they choose while allowing teachers to more actively engage their students in new ways of learning.

Learn more about STEM SOS

Professional Development

Harmony believes that content-focused professional development is a critical need to ensure the quality of teaching science and mathematics. Our STEM training model has two major components; the mastery of content knowledge and delivery of the content with effective instructional practices.

STEM Culture

The department also provides strategies and resources for schools to build STEM school atmosphere connecting the students to higher education. We design a variety of opportunities for students to take STEM education “beyond the classroom” and see how today’s instruction connects to career and lifelong learning.

Harmony​ Educational Model

Harmony has a school model that is:

  • rigorous (it prepares students for higher education)
  • relevant (it reinforces lifelong learning skills), and is underpinned by a tight web of
  • relationships (a strong culture reinforced by teachers and parents).

Harmony Curriculum is built using the “Backward Design” model and is aligned with Texas Essential Knowledge and Skills (TEKS) standards.

To learn more about what your child is learning at Harmony Public Schools, to access online resources, and to help enhance your child's learning at home, explore the Academic Programs website:

Academic Programs High School Academic Guide & Course Catalog 2020-2021

Accountability

Texas Education Agency awards Harmony Public Schools five district A-ratings, two district B-ratings in annual accountability scores

Five districts in the Harmony Public Schools system received A-Ratings in the Texas Education Agency’s 2019 Accountability Ratings.

Two others received B-Ratings.

In addition to the district ratings, 18 of Harmony’s individual campuses also received A-ratings from the TEA on Thursday, including campuses in Houston, San Antonio, El Paso, Austin, Fort Worth, Pflugerville, Garland, Carrollton, Sugar Land, Katy, Brownsville, and Laredo.

To access accountability reports and search for your district/campus, please visit the TEA website, and follow the instructions.

TEA website: 2019 Accountability Rating System TXschools.gov

Federal Report Cards for the state, district, and campuses are available on the Texas Education Agency’s (TEA) website.

Each LEA that receives Title I, Part A funding is responsible for disseminating the State, LEA and campus-level report cards to all LEA campuses and parents of all enrolled students and making the information widely available through public means such as posting on the Internet, distribution to the media, or distribution through public agencies.

At a minimum, the LEA must —
  • post direct links to the State, LEA, and campus report cards on its web site,
  • make hard copies available to parents on request,
  • make hard copies available for viewing in public locations, and
  • notify parents of ALL students about the availability of the report cards and the options for obtaining them.

LEAs must make the federal report card information readily accessible to the public and parents must be notified of the availability of the federal report card information no later than Wednesday, March 3, 2021.

2019 - 2020 Campus Federal Report Cards: Harmony Science Academy - AustinHarmony School of Innovation - AustinHarmony School of Excellence - AustinHarmony Science Academy - PflugervilleHarmony School of Science - AustinHarmony School of Endeavor - AustinHarmony Science Academy - Cedar ParkHarmony Science Academy - Fort WorthHarmony School of Innovation - Fort WorthHarmony Science Academy - Grand PrairieHarmony School of Excellence - DallasHarmony School of Innovation - EulessHarmony Science Academy - EulessHarmony Science Academy - Dallas (Elementary)Harmony Science Academy - Dallas (Middle)Harmony Science Academy - Dallas (High)Harmony School of Innovation - CarrolltonHarmony Science Academy - CarrolltonHarmony Science Academy - GarlandHarmony School of Innovation - GarlandHarmony School of Innovation DallasHarmony Science Academy - WacoHarmony School of Innovation - WacoHarmony Science Academy - PlanoHarmony School of Innovation - Grand PrairieHarmony School of Excellence - HoustonHarmony School of Endeavor - HoustonHarmony School of Discovery - HoustonHarmony School of Achievement - HoustonHarmony Science Academy - BryanHarmony School of Technology - HoustonHarmony School of Advancement - HoustonHarmony School of Enrichment - HoustonHarmony Science Academy - CypressHarmony Science Academy - HoustonHarmony School of Ingenuity - HoustonHarmony School of Exploration - HoustonHarmony School of Innovation - HoustonHarmony School of Science - HoustonHarmony School of Fine Arts and Technology - HoustonHarmony Science Academy - BeaumontHarmony Science Academy - KatyHarmony School of Innovation - KatyHarmony School of Innovation - Sugar LandHarmony Science Academy - Sugar LandHarmony School of Excellence - Sugar LandHarmony Science Academy - BrownsvilleHarmony School of Innovation - BrownsvilleHarmony Science Academy - LaredoHarmony School of Innovation - LaredoHarmony School of Excellence - LaredoHarmony Science Academy - San AntonioHarmony School of Innovation - San AntonioHarmony School of Excellence - San AntonioHarmony Science Academy - El PasoHarmony School of Excellence - El PasoHarmony School of Innovation - El PasoHarmony Science Academy - LubbockHarmony Science Academy - OdessaHarmony School of Science - El Paso - New Campus : Doesn't have report. 2019 - 2020 LEA Federal Report Cards: Harmony Science Academy - Austin Harmony School of Excellence - Houston Harmony Science Academy - Houston Harmony School of Science - Houston Harmony Science Academy - El Paso Harmony Science Academy - San Antonio
TEA website:Federal Report Cards

The Texas Education Code (TEC), §39.306, requires each district’s board of trustees to publish an annual report that includes the TAPR, district accreditation status, campus performance objectives, information on violent or criminal incidents, and information on the performance of the previous year’s graduates in their first year of college, as reported by the Texas Higher Education Coordinating Board.

Harmony Public Schools annual reports can be found at the links below. Paper copies are available at the district’s administration office and at HPS Central Office.

Texas Academic Performance Reports were compiled by TEA for every district and campus using PEIMS and student assessment data. The TAPR combines details of district and campus academic performance with financial reports and information about staff, programs, and demographics. Prior to the 2012–13 school year, TAPR was known as the Academic Excellence Indicator System (AEIS) reports.

Search TEA Website for 2018/2019 School Year reports by individual campus or district

The Texas Education Code (TEC §39.306), requires each district’s board of trustees to publish an annual report that includes the PDF TAPR, campus performance objectives, district accreditation status and any distinction designations awarded, the district’s current special education compliance status (included in the district PDF TAPR cover page), information on violent or criminal incidents and prevention policies, information on the performance of the previous year’s graduates in their first year of college, as reported by the Texas Higher Education Coordinating Board (THECB), and any supplemental information.

TAPR public hearing took place on Saturday, February 22, 2020, at 9:00 a.m. at:

Harmony Public Schools Central Office Building 9321 W Sam Houston Pkwy S Houston, Texas 77099.

2019 - 2020 School Report Cards: Harmony Science Academy - AustinHarmony School of Innovation - AustinHarmony School of Excellence - AustinHarmony Science Academy - PflugervilleHarmony School of Science - AustinHarmony School of Endeavor - AustinHarmony Science Academy - Cedar ParkHarmony Science Academy - Fort WorthHarmony School of Innovation - Fort WorthHarmony Science Academy - Grand PrairieHarmony School of Excellence - DallasHarmony School of Innovation - EulessHarmony Science Academy - EulessHarmony Science Academy - Dallas (Elementary)Harmony Science Academy - Dallas (Middle)Harmony Science Academy - Dallas (High)Harmony School of Innovation - CarrolltonHarmony Science Academy - CarrolltonHarmony Science Academy - GarlandHarmony School of Innovation - GarlandHarmony School of Innovation DallasHarmony Science Academy - WacoHarmony School of Innovation - WacoHarmony Science Academy - PlanoHarmony School of Innovation - Grand PrairieHarmony School of Excellence - HoustonHarmony School of Endeavor - HoustonHarmony School of Discovery - HoustonHarmony School of Achievement - HoustonHarmony Science Academy - BryanHarmony School of Technology - HoustonHarmony School of Advancement - HoustonHarmony School of Enrichment - HoustonHarmony Science Academy - CypressHarmony Science Academy - HoustonHarmony School of Ingenuity - HoustonHarmony School of Exploration - HoustonHarmony School of Innovation - HoustonHarmony School of Science - HoustonHarmony School of Fine Arts and Technology - HoustonHarmony Science Academy - BeaumontHarmony Science Academy - KatyHarmony School of Innovation - KatyHarmony School of Innovation - Sugar LandHarmony Science Academy - Sugar LandHarmony School of Excellence - Sugar LandHarmony Science Academy - BrownsvilleHarmony School of Innovation - BrownsvilleHarmony Science Academy - LaredoHarmony School of Innovation - LaredoHarmony School of Excellence - LaredoHarmony Science Academy - San AntonioHarmony School of Innovation - San AntonioHarmony School of Excellence - San AntonioHarmony Science Academy - El PasoHarmony School of Excellence - El PasoHarmony School of Innovation - El PasoHarmony Science Academy - LubbockHarmony Science Academy - OdessaHarmony School of Science - El Paso - New Campus : Doesn't have report

House Bill 5 of the 83rd Texas Legislative Session included a local evaluation requirement that is referred to as Community and Student Engagement. The statute requires each district to evaluate and designate a performance rating for the district and each of its campuses in the district based on criteria set by a local committee (TEC 39.0545). The law requires that each district and each campus be assigned a rating of exemplary, recognized, acceptable, or unacceptable. The district and campus performance ratings must be reported annually to TEA through PEIMS, and made publicly available by August 8 of each year beginning with the 2013–14 school year.

The statute provides nine factors for which the district and each campus must be evaluated:

Fine arts, wellness and physical education, community and parental involvement, 21st century workforce development program, 2nd language acquisition program, digital learning environment, dropout prevention strategies, educational programs for GT students, and compliance with statutory reporting and policy requirements.

Assessment / Testing

Harmony Public Schools is committed to providing an educational system that will enable all students to reach their full potential. The Assessment Department shares this commitment by supporting a comprehensive assessment program which includes local, state and national assessments.

State Assessment

Texas’ student assessment program is designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each tested grade or course level.

Texas has offered a statewide student assessment since 1980. In the spring of 2012, Texas students began taking the State of Texas Assessments of Academic Readiness (STAAR and STAAR EOC) exams. The state also offers the STAAR Alternate 2 assessment for students who have significant cognitive disabilities and are receiving special education services. In addition, the state offers the Texas English Language Proficiency System (TELPAS) and TELPAS Alternate assessments for our English Learner scholars.

State Assessment Calendar

STAAR Tests

As mandated by the Texas Education Agency (TEA), students in grades 3 through 12 are required to take part in the State of Texas Assessments of Academic Readiness program. TEA implemented STAAR to fulfill requirements enacted by the Texas Legislature. STAAR is an assessment designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state-mandated curriculum, the TEKS. One important function of STAAR is to gauge how well schools and teachers are preparing their students academically. The test is specifically designed to measure individual student progress in relation to content that is directly tied to the TEKS. Every STAAR question is directly aligned to the TEKS currently in effect for the grade/subject or course being assessed.

STAAR for grades 3 through 8 assess the same subjects that were assessed by Texas Assessment of Knowledge and Skills. Students first enrolled in grade 9 or below in the 2011–12 school year are required to take the STAAR End-of-Course (EOC) Assessments for courses in which they are enrolled as part of their graduation requirements. Those students no longer take TAKS.

The STAAR EOC assessments test high school students for college readiness and produce performance labels that indicate a student’s mastery of the course’s standards. The EOC tests assess the Texas Essential Knowledge and Skills for a given course. In addition to passing courses, a score of satisfactory or above is required to graduate.

The STAAR program includes annual assessments for
Reading and mathematics grades 3 to 8
Writing grades 4 and 7
Science grades 5 and 8
Social studies grade 8

End-of-course assessments are offered for English I, English II, Algebra I, Biology and U.S History.

STAAR Spanish is also available for English Learners (ELs) in grades 3–5 for whom an assessment in Spanish provides the most appropriate measure of academic progress. STAAR Spanish is available in each subject area assessed by the English version.

STAAR is offered on paper and online in all grades and subjects. Districts may administer all grades and subjects of STAAR tests online to any or all of their students.

Parent Resources & Student State Testing Scores

You may access your child's state testing scores from the Texas Student Portal:

The Student Portal is a window in the Texas Assessment website that allows parents and students to view individual student results from the Texas state assessments. Enter the Unique Access Code and your student’s date of birth as provided on the student’s most recent Confidential Student Report and you will gain access to the assessment data in the Student Portal. If you have lost the last Confidential Student Report you may contact your child's campus for this information.

The Texas Education Agency maintains a broad database of assessment-related documents for students and parents, including explanations of test results: Assessment-related Documents: Explanation of Test Results.

College Bound

Don't be scared if you have a child in, or entering High School!

We have plenty of information on:

  • Graduation Plans
  • Financial Aid & Scholarships
  • College & Career Resources

Please explore the “College Bound” website to help you learn more about the path you and your student are about to take!

College Bound

English as a Second Language

Harmony Public Schools (HPS) follow state law TAC §89.1201 and identifies English Language Learners (ELLs) and provides them a full opportunity to participate in an ESL program, as required in the TEC, Chapter 29, Subchapter B.

To ensure equal educational opportunity, as required in the TEC, §1.002(a), HPS:

  1. Identify ELLs based on criteria established by the state;
  2. Provide bilingual education/English as a Second Language programs, as integral parts of the regular program as described in the TEC, §4.002;
  3. Seek certified teaching personnel to ensure that ELLs are afforded full opportunity to master the essential knowledge and skills required by the state; and
  4. Assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 39, to ensure accountability for ELLs and the schools that serve them.

Mission Statement

It is the mission of the ESL program in HPS to provide ELLs with second language instruction that will promote English language development and enable them to participate equitably in both social and academic settings.

Vision Statement

It is the vision of the ESL program in HPS to equip the ELLs with the language skills and strategies that will help them become productive, successful and responsible members of society.

Program Information

The goal of ESL Program is to enable ELLs to become competent in listening, reading, speaking and writing. Through the use of communicative and integrative methods of second language teaching the program focuses on mastery of English language skills. In addition, the program emphasizes mastery in the content areas of ELA, mathematics, science and social studies. All content area teachers adhere to the English Language Proficiency Standards (ELPS) in order to provide the necessary support to ELLs to acquire the specific content. There are two types of instructional design options in the program; content based and pull out.

  • In the content based option, an ESL certified full-time teacher provides supplementary instruction for all content area classes in a structured, non-threatening environment.
  • In the pull out option, ELLs spend part of the day in their mainstream classroom, and are pulled out for a portion of each day to receive specialized instruction by a certified ESL teacher in a small group setting.

Family Engagement Plan

Please click the following link to access 2020-2021 Family Engagement Plan:

2020-2021 Family Engagement Plan

Gifted and Talented Education

Mission

Harmony Public Schools is committed to implementing a program that meets the unique social, emotional,and intellectual needs of gifted and talented students through the collaboration of students, educators,parents and community members that ensures opportunities for maximum growth and development for lifelong success.

Learn More

Instructional Technology

Mission Statement

The Instructional Technology Department supports Harmony's vision by providing technology to enhance the learning environment and stimulate the educational experience. We will support student readiness for tomorrow’s world by providing innovative resources and exceptional support while focused on student and staff engagement.

IT at Harmony

Blended Learning

Harmony has created a 1-1 technology environment where every student has access to a digital device (Chromebook, tablet, laptop, etc.) for anytime anywhere learning. Students use these tech devices for at least 2-3 hours a day for blended learning and project based learning activities. In blended learning environments, students use adaptive learning technologies to enhance their math and reading skills. These programs built on artificial intelligence and adaptive algorithms cater the level and the difficulty of the lessons and learning objectives to the unique profile of each student, which allows them to progress at their own accelerated pace. Teachers leverage the power of technology to create flexible student groups and provide either remediation or enrichment in small groups when needed.

Harmony students and teachers are avid users of the World Wide Web and the social media. Students use their tech devices to curate digital learning artifacts when they work on projects in other core subject areas and STEM courses. The Share-and-Shine approach allows students and teachers to collaboratively create multimedia products using technology and publish their work online.

Harmony students and teachers are avid users of the World Wide Web and the social media. Students use their tech devices to curate digital learning artifacts when they work on projects in other core subject areas and STEM courses. The Share-and-Shine approach allows students and teachers to collaboratively create multimedia products using technology and publish their work online.

In addition to the learning technologies described above, all Harmony classrooms are equipped with projectors and document cameras, so that teachers can take advantage of visual learning and teaching approaches in the classroom. Furthermore, many classrooms are also equipped with Smart Board technologies to create more interactive classrooms.

Harmony provides both onboarding and ongoing professional development and training opportunities for teachers to make sure all teachers are adequately capable of using available tech tools and helping our students leverage the power of technology to elevate learning across all classrooms. The professional development at Harmony is also customized to the varying needs and proficiency levels of our teachers.

Chromebooks

A Chromebook is a laptop of a different breed. Instead of Windows 10 or Mac OS X, Chromebooks run Google's Chrome Operative System. These machines are designed to be used primarily while connected to the Internet, with most applications and documents living in the cloud. Harmony Public Schools provided every student in grades 6 thru 12 with a Chromebook device. ​With 1:1 in-school model, we believe that students will experience a more focused and guided technology use in the classrooms and teachers will be able to facilitate technology integrated student learning in a more powerful and meaningful way. Chromebooks are used primarily for Custom Day classes (plus 5 Math & ELA lab hours) where students work on their personalized learning plans via adaptive instructional software and in other core classes during project based learning (PBL) activities.

Google Apps for Education

In Harmony Public Schools, we use Google apps which is the same set of apps that you know such as Gmail, Docs, Drive, Calendar, Hangouts, and more— but designed with new intelligent features that make work easier and bring teachers and students together. Because we believe that when students and teachers break down silos and have collaborative tools for their classroom, amazing learning can happen. Also the G-Suite includes great tools such as Google Classroom. With this app teachers have control for class, create classes, distribute assignments, send feedback, and see everything in one place. Instant. Paperless.

For more information about Google for education click here

Students

A “Future Ready Education” would not be complete without adequate digital resources. A long list of student links is available at the Student Start Page.

An overview of all the Educational Software and digital resources that Harmony provides our students. Learn how to access at home, or away from school using the HPS Clever Portal.

Student Start Page Digital Resources

Research & Policy

Chapters & Books

A Practice-based Model of STEM Teaching STEM Students on the Stage (SOS)TM (Flyer)
Chapter 4
Author(s): Namik Top & Alpaslan Sahin Document Link
Title:4. MAKE IT HAPPEN: A STUDY OF A NOVEL TEACHING STYLE, STEM STUDENTS ON THE STAGE (SOS) TM , FOR INCREASING STUDENTS’ STEM KNOWLEDGE AND INTEREST
Abstract:

Science, technology, engineering and mathematics (STEM) education has become increasingly important to enhancing college readiness in mathematics and science, cultivating STEM interest among students, increasing the number of students majoring in STEM fields and preparing those students for the 21st century workforce. The purpose of this study was to investigate a new STEM project- based learning model developed by Harmony Public Schools (HPS). Using theoretical sampling, we interviewed 11 students (5 seniors, 5 juniors, and 1 sophomore). Interview transcripts were analyzed using grounded theory coding and constant comparative analysis. As a result of the analysis, a new STEM education model titled “STEM Students on the Stage” (S.O.S. TM) emerged. Study findings suggested that students who received instruction in the STEM S.O.S. model increased their conceptual understanding of STEM subjects, reported greater interest in both STEM and in pursuing higher education, developed greater self- confidence and enhanced their technology, communication, life/career and collaboration skills. Findings are discussed in the context of STEM education and its effects on students’ interest in STEM careers.

Chapter 13
Author(s): Alpaslan Sahin Document Link
Title:13. HOW DOES THE STEM S.O.S. MODEL HELP STUDENTS ACQUIRE AND DEVELOP 21 ST CENTURY SKILLS?
Abstract:

The skills necessary for the 21 st century workforce have evolved as the world has transformed from an industrial society to a knowledge-based society; therefore, today’s employers are often looking for employees equipped with a new set of skills that are more sophisticated than typical qualifications. This case study examines how students attending a Harmony Public school (HPS) that implements the Science, Technology, Engineering and mathematics (STEM) S.O.S. model in their mathematics and science courses develop 21 st century skills. The STEM S.O.S. model was developed by HPS and incorporates project-based learning activities by using ready-to-teach projects developed by the HPS science department. The sample was comprised of 120 11 th grade students. The data were analysed by grouping students’ responses according to common themes. Results revealed that students developed oral communication and teamwork/collaboration skills, persistence and a strong work ethic, critical thinking/problem solving, leadership, creativity and innovation, information technology, ethics/social responsibility and mathematics and science skills through the STEM S.O.S. model. This chapter will discuss how the STEM S.O.S. model helps students develop the skills necessary to be successful in the 21 st century workforce.

Chapter 15
Author(s): Alpaslan Sahin Document Link
Title:15. TEACHERS’ REFLECTIONS ON STEM STUDENTS ON THE STAGE (S.O.S.) MODEL
Keywords:Charter Schools; Harmony Public Schools; Mathematics, Reading, and Achievement.
Abstract:

This chapter examines a novel teaching method, the STEM Students on the Stage (S.O.S.) model, in which teachers receive regular training and implement a well- developed project-based learning curriculum. Specifically, we investigated the STEM S.O.S. model teachers’ reflections and experiences with the model. Seven teachers volunteered to participate in the study. The subjects taught by teachers included physics, mathematics, chemistry, and biology. The methodology used in this study was consistent with the principles of the phenomenological approach in which each participant experienced the same phenomenon (Creswell, 2007). The common phenomenon in this study was that all teachers taught with STEM S.O.S. model. Within the analysis, emerging significant statements formulated the participants’ feelings. After grouping those formulated statements, common themes and sub-themes were identified. We found that teachers focused on two fundamental themes: how the STEM S.O.S. model works and benefits gained from implementing the STEM S.O.S. model. Teachers described their teaching in two groups, as the things happening within and after school. The within group had two sub-themes: teacher and student. The after-school group also had two sub-themes: talking about chapter projects and rigorous Level II and III projects. Benefits of the STEM S.O.S. model were grouped under benefits for teachers and students, with a total of 7 sub-themes. Themes and implications are discussed in this chapter.

Harmony Performance Research

Comparisons of Students' Mathematics and Reading Achievement in Texas: Public versus Charter Schools
Author(s): Alpaslan Sahin, Victor Willson, and Robert M. Capraro Document Link
Title:Comparisons of Students' Mathematics and Reading Achievement in Texas: Public versus Charter Schools
Keywords:Charter Schools; Harmony Public Schools; Mathematics, Reading, and Achievement.
Abstract:

In the past two decades, charter schools have become increasingly prevalent and popular in the U.S. education landscape. The purpose of this study is to examine the Texas Assessment of Knowledge and Skills [TAKS] school level mathematics and reading test scores performances over time by school types. The specific research questions are: how does student academic performance differ for students enrolled in charter schools from non-charter public schools? How does minority student academic performance differ by each of the three comparison school types for minority students? The sample consisted of 7,220 Texas schools including charter schools. A hierarchical regression model with propensity scores as covariates and school type as the primary grouping variable formed the basic analysis. Public schools did not significantly differ from charter schools in terms of achievement. Charter and public schools traded performance across grades and subjects. We found that a multi-school charter system, Harmony Public Schools [HPS], consistently produced better achievement at grades 6-11 on mathematics and reading for all students. Findings and implications are discussed in light of developing more systematic studies to examine charter school systems.

Charter School Achievements in Texas: Public versus Charter Schools
Author(s): Alpaslan Sahin, Victor Willson, and Robert M. Capraro Document Link
Title:Charter School Achievements in Texas: Public versus Charter Schools
Keywords:charter schools, TAKS, propensity score matching
Abstract:

This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools’ per- formances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differ- ences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implica- tions of the findings were discussed whether charter schools keep their promises of providing quality education.

A Comparison of State Test Performances of Public Schools and a Charter School System in Old and New Testing in Texas
Author(s): Alpaslan Sahin, Kadir Almus, and Victor Willson Document Link
Title:A Comparison of State Test Performances of Public Schools and a Charter School System in Old and New Testing in Texas
Keywords:Performance, Charter, Public Schools, Pro-pensity score-matching, Harmony Public Charters.
Abstract:

This study examined the high schools’ state tests performances in mathematics, reading, and science of an open-enrollment STEM-focused charter school system,Harmony Public Schools(HPS), between 2010 and 2013, and compared them with the performance of matched traditional public schools (TPS) in Texas. After propensity score matching, 12 HPS schools were com- pared with 32 matched public schools. Independent sample t-tests were performed to compare the schools’ TAKS and STAAR scores in each year. One-way ANOVA was conducted to examine differences across years for each school type and Univariate General Linear Model was used to investigate if school type by year interaction had an effect on scores for each subject over the years. T-test results revealed that HPS scores were significantly higher than TPS scores in most of the categories. One-way ANOVA results showed that both TPS and HPS scores dropped sig- nificantly in most of the categories during the transition from TAKS to STAAR and univariate GLM analyses indi- cated significant interaction effects between school type and year variables for all but 10th grade mathematics.

Research on STEM

The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college
Author(s): Alpaslan Sahin, Adem Ekmekci, and Hersh C. Waxman Document Link
Title:The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college
Keywords:Integrative STEM; career choice; mathematics and science efficacy; Pygmalion
Abstract:

This study examines college students’ science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS). Descriptive analyses indicated that the overall percentage of HPS graduates who chose a STEM major in college was greater than Texas state and national averages. Logistic regression analyses revealed that males and Asian students are more likely to choose a STEM major in college than females and non-Asian students, respectively. Moreover, students whose parents had a college degree in the U.S. are more likely to major in STEM fields than those who did not. Furthermore, males with higher mathematics efficacy and females with higher science efficacy are more likely to choose a STEM major than their counterparts with lower mathematics and science efficacy.

Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students' Future STEM Career Plans
Author(s): Alpaslan Sahin, Adem Ekmekci, and Hersh C. Waxman Document Link
Title:Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students' Future STEM Career Plans
Keywords:PBL . Pygmalion effect . Social cognitive career theory. STEM
Abstract:

The purpose of this study is to investigate how students’ high school experi- ence, math and science efficacy, and student, parent, and teacher expectations affect their plans for college major choice after controlling for students’ gender, ethnicity, and parental variables. Over 1500 9th grade students participated in the study. Using logistic regressions, we found that males and students whose parents held degree from a U.S. college are more likely to consider STEM majors in college. Hispanic students were found less likely to consider STEM major in college compared their Asian counterparts. Students who completed more STEM PBL projects and attended STEM summer camps are more likely to consider STEM majors. Students with higher GPAs also indicated that they are more likely to study STEM majors in college. In addition, students with higher parent and teacher encouragement are more likely to consider selecting a STEM major after graduating from high school. Moreover, students who had higher math and science efficacy are also more likely to consider choosing a STEM major in college. Last but not least, we found that students’ future career choice is also positively associated with their interests and goals they develop during high school years. Other findings and interaction effects with gender and ethnicity are also discussed in the paper. Overall, this study demonstrates that students’ contemplations about STEM major selection in college is influenced by the complex interplay between the individual, environment, and behavior, three major components of social cognitive career theory.

STEM Related After-School Program Activities and Associated Outcomes on Student Learning
Author(s): Alpaslan Sahin, Mehmet C. Ayar, and Tufan Adiguzel Document Link
Title:STEM Related After-School Program Activities and Associated Outcomes on Student Learning
Keywords:After-school Program Activities, Engineering and Mathematics (STEM) Education, Science, Technology.
Abstract:

This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students’ experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students’ views and opinions regarding the activities and their learning trajectories. Study data were collected through formal and informal observations, one-on-one semi- structured interviews, and field notes. The study’s findings indicated that such activities emphasize open-ended and collaborative scientific investigations in Science, Technology, Engineering, and Mathematics (STEM) fields and provided an arena for students to demonstrate various uses of 21st century skills. We have described and explained: (a) the importance of collaborative learning groups, (b) the popularity of after-school program acti- vities, (c) interest in STEM fields, and (d) activities’ contribution to developing 21st century skills. These findings show that STEM related activities have the potential to promote collaborative learning and inquiry as well as to contribute to the development of 21st century skills. These findings have also been discussed in light of how STEM related after-school program activities support students’ learning.

A Stimulating Experience: I-SWEEEP Participants’ Perceptions on the Benefits of Science Olympiad and Gender Differences in Competition Category
Author(s): Namik Top, Alpaslan Sahin, and Kadir Almus Document Link
Title:A Stimulating Experience: I-SWEEEP Participants’ Perceptions on the Benefits of Science Olympiad and Gender Differences in Competition Category
Keywords:science olympiad, career aspirations, STEM education, STEM career selection, informal learning, I-SWEEEP
Abstract:

The purpose of this study was to examine the views of international Science Olympiad participants on the benefits of the competition and the factors that affected their career aspirations. We also investigated how students’ choice of competition category varied with respect to gender. The sample included 273 International Sustainable World Energy, Engineering, and Environment Project (I-SWEEEP) participants from 39 countries. Mixed-methods were used to analyze the data. Descriptive statistics and t-statistics were provided to answer the first question. As a means of addressing the second question, a chi- square test was utilized to examine how participants’ category selection differed by gender. Qualitative analysis was used to reveal the types of benefits students reaped from participation in the I-SWEEEP. Results indicated that students were most affected by their teachers, parents, and personal interests. Although the relationship between gender and competition category was not statistically significant, there nevertheless emerged a pattern showing that girls preferred environmental science projects (45.5%) to engineering projects (24.4%). Qualitative analyses revealed six themes as benefits that students gained from participation in the I-SWEEEP. The relationship among the fundamental themes was also examined and revealed important findings. The results have educational implications for helping students accomplish to be science, technology, engineering, and mathematics (STEM) professionals in the future.

STEM Students on the Stage (SOS): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary, Standards-focused, Project Based Learning Approach
Author(s): Alpaslan Sahin and Namik Top Document Link
Title:STEM Students on the Stage (SOS): Promoting Student Voice and Choice in STEM Education Through an Interdisciplinary, Standards-focused, Project Based Learning Approach
Abstract:

In the global economy that is intertwined with scientific and technical knowledge and innovation, raising a Science, Technology, Engineering, and Mathematics (STEM)-literate generation of students has emerged as one of the paramount goals of most countries. Educational models that contribute to meeting those countries’ goals have become important in education. The absence of standards-focused, ready-to-teach teacher and student materials and lack of regular teacher trainings are some of the barriers attributed to the current STEM teaching approaches. Against this background, we investigated a successful STEM teaching model that has ready-to-teach materials, standards-focused, regular teacher professional trainings and student choice and voice that utilize both classroom and out-of-classroom projects as a solution to the aforementioned issues. The purpose of this research is to examine a new STEM teaching approach developed by a public charter school system, Harmony Public Schools (HPS). We used theoretical sampling; 11 semi-structured interviews were conducted with high school students. Grounded theory and constant comparative analysis were utilized. Study findings have revealed that the students were active learners most of the time, presenting and sharing their findings with classmates and visitors. Thus the title of this research, STEM Students on the Stage (SOS), is used to describe this model. In addition, emerging substantive theory suggested that STEM SOS model helped students learn STEM subjects better, cultivate STEM subject interests, and develop skills for their college and professional lives. Implications of the effect of this model on K-12 students’ learning experiences are discussed in detail.

High School Students’ Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development
Author(s): Alpaslan Sahin, Ozcan Gulacar, and Carol Stuessy Document Link
Title:High School Students’ Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development
Keywords:Science Olympiad, Career interest, Twenty-first century skills, Engineering, Gender, I-SWEEEP
Abstract:

Social cognitive theory guided the design of a survey to investigate high school students’ perceptions of factors affecting their career contemplations and beliefs regarding the influence of their participation in the international Science Olympiad on their subject interests and twenty-first century skills. In addition, gender differences in students’ choice of compe- tition category were studied. Mixed methods analysis of survey returns from 172 Olympiad participants from 31 countries showed that students’ career aspirations were affected most by their teachers, personal interests, and parents, respectively. Students also indicated that they believed that their participation in the Olympiad reinforced their plan to choose a science, technology, engineering, and mathematics (STEM) major at college and assisted them in developing and improving their twenty-first century skills. Furthermore, female students’ responses indicated that their project choices were less likely to be in the engineering category and more likely to be in the environment or energy categories. Findings are discussed in the light of increasing the awareness of the role and importance of Science Olympiads in STEM career choice and finding ways to attract more female students into engineering careers.

Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study
Author(s): Alpaslan Sahin, Hersh C Waxman Document Link
Title:Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study
Keywords:social cognitive career theory, STEM interest, in-school, individual, contextual, and motivational factors
Abstract:

This study was grounded in the social cognitive career theoretical framework (Lent, Brown, & Hackett, 1994). The purpose of this four-year longitudinal study was to examine the factors that may have contributed to students’ motivation to develop STEM interest during secondary school years. The participants in our study were 9th- 11th grade high school students from a large K-12 college preparatory charter school system, Harmony Public Schools (HPS) in Texas. We utilized descriptive statistics and logistic regression analyses to carry out the study. The results revealed that three-year survey takers’ STEM major interest seemed to decrease steadily each year. Although there was a significant gender gap between males and females in STEM selection in 9th and 10th grade, this difference was not significant at the end of 11th grade. White and Asian students were significantly more likely to be interested in STEM careers. We also found that students who were most likely to choose a STEM major in college had higher parent and teacher expectations, higher math and science self-efficacy, higher GPA grades, took more AP courses, and participated in STEM clubs.

An Investigation of Harmony Public School Students’ College Enrollment and STEM Major Selection Rates and Perceptions of Factors in STEM Major Selection
Author(s): Alpaslan Sahin, Hersh C Waxman, Edward Demirci, Virginia Snodgrass Rangel Document Link
Title:An Investigation of Harmony Public School Students’ College Enrollment and STEM Major Selection Rates and Perceptions of Factors in STEM Major Selection
Keywords:Harmony Public Schools, college enrollment, low income, major selection, STEM, first generation, underrepresented.
Abstract:

The purpose of this study is to compare the college enrollment and STEM college major choice rates of graduates of a STEM-focused charter school system to those of students who graduated from traditional public schools in the state of Texas and the United States for low-income, first-generation, and underrepresented groups. In addition, the factors students perceived as important in their STEM career selection were examined. Participants were Harmony Public Schools (HPS) alumni who graduated between year 2002 and 2016. Data were collected through annual and additional surveys via emails and Facebook. Data were analyzed descriptively to answer the research questions. It was found that HPS had significantly higher college enrollment rates in all minority groups including female, African American, Hispanic, and low-SES when compared to public school students in the state of Texas and the United States. The second research question revealed that HPS graduates’ STEM major choice rates were significantly higher than their counterparts in the state of Texas and the United States in all subgroups including female and students of color. Students’ self-interest, teachers, and parents were found to be the top three factors that students thought affected their major choice.

Teacher Incentive Fund

TIF Grant

Harmony Public Schools plans to use the grant funding to enhance the quality and delivery of professional development for teachers and administrators, improve consistency in career pathways across the system and reward successful teachers with financial incentives.

The project will roll out in well-thought out phases over the next five years.

The TIF Grant is under the Office of Innovation and Improvement - U.S. Department of Education.

The U.S. Department of Education awarded 13 new grants under the FY 2016 Teacher Incentive Fund (TIF) competition. These awards total $70,269,506 for the first project year. These projects will be implemented over a five year period. TIF funding will provide grantees with the opportunity to promote effective teaching through the development of human capital management systems and the use of performance-based compensation.

For more information about these awards, visit the Department of Education's Awards page.

Program Description

This program provides funding for projects that develop and implement performance-based teacher and principal compensation systems in high-need schools. Performance-based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles. The purpose of the TIF program is to support the use of performance-based compensation, and other human capital strategies that enhance and sustain performance-based compensation, in order to increase students’ access to effective educators in high-need schools, and to expand the array of promising approaches that can help these educators and other personnel succeed.

Read More!

To find out more about the TIF Grant, read the

TIF Grant Information Brochure

Special Programs

Special Programs support students with disabilities in gaining college and career readiness, and independent living skills through active engagement in grade level curriculum.

Mission Statement

To provide students with disabilities the opportunity to excel academically, socially, and vocationally in order to meet their full potential as adults. Harmony Public Schools’ Special Education department focuses on a rigorous curriculum emphasizing science, technology, engineering and math in order to provide a challenging education individualized to meet the needs of each student with a disability.

We Value

  • Every individual as a unique human being deserving of respect
  • Diversity
  • High expectations

We Believe

  • All children can learn
  • All children have the right to be challenged in order to meet their full potential
  • Positive reinforcement and a positive learning environment lead to greater accomplishments than punishment and a negative environment
  • Educating children in the least restrictive environment leads to greater success in life

Harmony provides a continuum of special education services in order to optimize the educational experience of all students with disabilities. These services include, but are not limited to:

  1. General Education Classroom Placement in which the needs of the students with learning disabilities are met in a general education classroom. The special education teacher monitors the performance of the students periodically and supports the general education teacher outside the classroom.
  2. Resource Room Placement in which students spend a part of their day in general education classrooms and participate in resource room programs for the other part of the day. Resource room will include a small number of students working with a special education teacher (or teacher aid per ARDC decision) on reading, language, math and etc.
  3. Self-Contained Classroom in which students receive more than 60 percent of their instructional services in Resource room from special education staff.
  4. Special Education Inclusion in which students are taught in general education classroom with the collaboration of a special education teacher (or teacher aid per ARDC decision) and general education teacher for some part of the day.

Related Services

In addition to the services described above, Harmony Public Schools also ensures the provision of the following related support services according to the students’ IEPs (Individualized Education Program):

  1. Speech and language therapy: Speech Language Pathologists work with the students who experience speech and language delays like articulation, language, fluency and pragmatics that affect their social interaction, literacy and learning. Students generally receive services based on their IEPs either in small groups or within the classroom setting.
  2. Occupational therapy: Occupational therapists work with the students to improve their cognitive, physical, and motor skills. Students generally receive services individually or in groups depending on their IEPs.
  3. Physical therapy: Physical therapists work with the students to improve their muscle control, balance and to promote sensory motor development and independence in functional mobility skills.
  4. Counseling services: Related services personnel work with students to develop appropriate behavior and social skills that allow them to benefit from their educational experience.
  5. Assistive technology: It is used by the students with disabilities in order to perform functions that are difficult or impossible for them. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software or other electronic devices.

Dyslexia is a lifelong brain-based type of learning disability (language processing disorder) that can hinder reading, writing, spelling, and sometimes even speaking despite effective instruction, adequate intelligence and sociocultural opportunity. Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression.

The following are the primary reading/spelling characteristics of dyslexia:

  • Difficulty reading words in isolation
  • Difficulty accurately decoding unfamiliar words
  • Difficulty with oral reading (slow, inaccurate, or labored)
  • Difficulty spelling

Formal Evaluation

When signs and characteristics of dyslexia are clearly observed, a formal evaluation needs to be conducted by licensed dyslexia assessment personnel with the parent’s consent.

Eligibility

Based on the data collected and formal assessment results, the 504 committee makes the dyslexia and 504 eligibility decisions.

Programs and Services

  • Classroom Accomodations
  • A multisensory, structured language instruction in decoding, comprehension, and fluency provided by a trained dyslexia instructor in a small group setting delivered weekly at scheduled times. The dyslexia programs used at Harmony Public Schools based on district are:
    • The Dyslexia Intervention Program (Houston, San Antonio, Lubbock, Odessa) is a multisensory curriculum based on the Orton-Gillingham approach which teaches phonics, and the structure of the English language. The program teaches reading, writing, spelling, and verbal and written expression by engaging the visual, auditory, and kinesthetic modalities simultaneously whenever possible.
    • Multisensory Teaching Approach (Dallas, Fort Worth) is a program for the remediation of Dyslexia and other reading disabilities. It follows research begun at Texas Scottish Rite Hospital in 1965 by Aylett R. Cox and Dr. Lucius Waites as they developed the Alphabetic Phonics program. This program is an Orton-Gillingham multisensory approach to teaching reading that combines Visual, Auditory and Kinesthetic (or muscle) instruction. Titled Alphabetic Phonics because it is based on the alphabet symbol system, it teaches the science of the written language and addresses reading, handwriting, and spelling.
    • Wilson Reading System (Austin) is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia. As a structured literacy program based on phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. Through the program, students learn fluent decoding and encoding skills to the level of mastery.
    • Take Flight (Scottish Rite Hospital - El Paso) a Comprehensive Intervention for Students with Dyslexia is a two-year curriculum written by the staff of the Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish Rite Hospital for Children. Take Flight builds on the success of the three previous dyslexia intervention programs developed by the staff of TSRHC: Alphabetic Phonics, the Dyslexia Training Program and TSRH Literacy Program.

Harmony Public Schools provides students with disabilities appropriate educational services designed to meet the individual needs of the students to the same extent as the needs of students without disabilities. An appropriate education for a student with a disability under Section 504 regulations can consist of education in regular classrooms, education in regular classes with supplementary services, and/or related services.

Definition

Section 504 is a civil rights law that protects eligible individuals from discrimination on the basis of their disabilities.

Evaluation

Once a referral has been made by school staff or the parent(s)/guardian(s), a 504 evaluation – which includes the review of data drawn from a variety of sources (health records, academic records, parent/teacher input etc.) – is conducted by the 504 committee.

Eligibility

To be protected under Section 504, a student must be determined to

  1. Have a physical or mental impairment that substantially limits one or more major life activities (breathing, walking, concentrating, reading etc.)
  2. Potential Qualifying Disabilities may include, but are not limited to:
    • ADD/ADHD
    • Asthma
    • Bipolar Disorder
    • Cancer
    • Diabetes
    • Epilepsy
    • Dyslexia
    • HIV
    • OCD, ODD

Services

  • Accommodations: Extended time, reading aloud etc.
  • Service plans: Individual accommodation plan (IAP), emergency action/health plan, behavior intervention plan etc.
  • Related services: Counseling, assistive technology etc.

Center for STEM Education

Mission

The mission of the Center for STEM Education is to coordinate and/or contribute to the development, implementation, and management of STEM programs aligned with the mission of the Harmony Public Schools.

The major goals of the Center are

  • Serve as a central point of contact and communication by offering a physical presence at HPS main office, a comprehensive website, and STEM outreach programs.
  • Be the driving force for engaging HPS students, faculty, and parents in STEM initiatives.
  • Encourage and facilitate expanded HPS interaction with educators, community organizations, policy makers, businesses, and families.
  • Develop and provide support for STEM programs for HPS teachers.
  • Create strategic partnerships among business, higher education entities, and local educational agencies including school districts and charter schools to support STEM education by enabling and supporting regional collaboration.
  • Develop and provide support for extracurricular STEM programs within HPS.
  • Seek external funds for STEM fields and administer and support programs developed with such funds.
  • Inspire and support HPS students to pursue careers in STEM fields.

StemSOS (Project Based Learning)

Mission

STEM SOS is a rigorous, interdisciplinary, standards-focused, and engaging STEM teaching approach that is teacher-facilitated, student-centered and directed through sets of project- and inquiry-based (P&IBL) projects. This new PBL (Project Based Learning) approach maintains the focus on standards-based teaching while enriching and extending the learning of students through PBL projects. The goal is to promote not only collaborative skills and student ownership of learning but also to promote student success in state and national standards.

To learn more about STEM, please visit the website:

StemSos (PBL)

Teacher Evaluation

H-TESS

Established in 2014, the purpose of Harmony Public Schools appraisal system, H-TESS, is to establish an environment of professional growth through ongoing support. It is comprised of three domains:

  • Domain I - Instructional Quality
  • Domain II - Student Growth and Achievement
  • Domain III - Professional Roles and Responsibilities

Teachers and administrators work closely together to set goals, monitor progress towards those goals, and seek professional development in order to improve their instructional practice so that student learning is increased. Administrators visit teachers' classrooms throughout the year in order to provide feedback and support, and both teacher and student growth is measured on an ongoing basis.

Mentoring Program

Studies indicate the following: Teachers who receive "an induction program that includes mentoring, common planning times and continual support from school leaders on a steady basis are more satisfied with their jobs, get better ratings with their classroom teaching practices and are 'associated' with higher levels of student outcomes." The Problem Isn’t Teacher Recruiting; It’s Retention, by Dian Schaffhauser The Journal Transforming Education Through Technology, 7/7/14

The Harmony Public Schools Mentoring Program is designed to assign a mentor to all teachers who are new to the teaching profession, second year/returning teachers who still need support and those who transfer from another school district. Our goals for such teachers are as follows:

  1. To reduce the intensity of the transition into teaching.
  2. To support teachers with achieving high teaching standards of the HTESS (Harmony Teacher Evaluation and Support System) Framework.
  3. To increase the retention rate of new hires within our system.

Mentors and mentees are provided with a guidebook and professional development resources focused on teaching and learning, to assist them with collaborative efforts throughout the year. Mentee professional development focuses on instructional strategies to enhance their skills with classroom management, teaching, and learning. Mentor professional development emphasizes strategies for being an effective mentor and ways to support Mentees with their ongoing professional development. Face to face administrative training, webinars, and on-demand, personalized web-based professional development opportunities are just a few ways we support our teachers. We’re working hard to develop strong relationships and build the capacity of our teachers to become excellent teachers who positively impact student achievement.

To learn more about our mentoring program, please click on HPS Mentoring Guidebook;

HPS Mentoring Guidebook

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