Now it is time to finish strong and celebrate well. To that end, we have created a web page covering all the year-end activities and events, right up through the Class of 2013 Graduation Ceremony on June 7, 2013.

Please bookmark the Commencement 2013 page to stay on top of all the good stuff happening in the next three weeks. You don’t want to miss any of it!

Did you know that Providence Hall alumni have told us they were exceptionally well prepared for their college studies?

 “My teachers pushed me to do my very best in all my work,” says Danielle Royston, Class of 2009. “My study habits improved because of this expectation and the faith shown in me.” Now at San Francisco State University and headed to a study abroad program in Japan, Danielle sees the payoff of those high expectations, “not just in my grades, but in the way I do my work.”

Faith Emerson, Class of 2012, plays basketball for the Whitworth University Pirates while pursuing a double major in business management and philosophy. After a few months away at college, Faith wrote a letter of gratitude to Providence Hall administrators and teachers. In it, she said “I am thankful Providence Hall gave me a head start academically. I feel intellectually prepared for my classes.”

A Harvard University statistical study on independent schools observed that graduates of those schools were better prepared for college success for a variety of reasons, including that they were 4.5 times more likely to seek help from college professors. In her letter, Faith wrote, “I have been able to develop close relationships with professors, just as I had with the faculty at Providence.”

Chad Heath, Class of 2012, a business major at Seattle Pacific University, recently wrote his Providence Hall economics teacher, Mr. Bruce Rottman, thanking him for preparing him so well for his college economics courses. In that email, he said, “Your class was immeasurably helpful in the early stages of college macro- and micro- economics, as I already knew most of the material we covered, and it has made me want to pursue the subject on a deeper level. I will never forget what you have taught me.”

The community of a smaller, independent school can last a lifetime, supporting and nurturing students in their college careers and life adventures. Hannah Sommers, also Class of 2012, expressed this in an email written at the beginning of her second semester at Seattle Pacific University:  “This past half year has been a blessed one. I know I’m enjoying it so much because of the beginnings I came from. Providence will always be my family and I look forward to seeing all of my Providence buddies when I come home.”

The “other Hannah” of the Class of 2012, Hannah Johnson, is studying at Westmont College. She shares her thankfulness for “a rich four years of learning and growing at Providence Hall. I can honestly testify that my time at Providence had a hugely positive and wonderful impact on my life during high school as well as in my current season of life here at college. Go, Lions! ”

Another Westmont student, Ashley Guajardo, Class of 2011, noticed that many other college students feel unprepared to write papers. (The Harvard study on independent schools found 62% of public school students have never written a research paper.) For Providence Hall graduates, including Ashley, “when it came time to write a three- to five-page paper in one day for a college class it was easy for me due to the practice of writing papers throughout high school.”

Chloe Eaton, Class of 2011, a theater major at Gordon College in Massachusetts, had a similar revelation when comparing high school experiences with new college friends. “I realized just how unique Providence Hall truly is. Small class sizes and close relationships with teachers who care for both my academic and spiritual development challenged me and motivated me to excel rather than simply skate by. I know my experience at Providence Hall will continue to influence my life for years to come.”

Influencing lives, educating minds, shaping hearts . . . that’s what Providence Hall is all about. Our “products”—our alumni—are set on the path to successful, God-honoring futures by their experiences at Providence Hall.

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Please visit the Academics section of our website to learn more about how Providence Hall prepares students for success in college and in life. 

Click here to view the embedded video.

Submit Your iPad Selection to the School: Online iPad Selection Form

Did you know

Last Friday, May 3, Providence Hall held its first AP Summit. “The purpose of the Summit is to provide students in-depth review sessions with their teachers, in preparation for the AP Exams,” says Mr. Tim Loomer, Academic Dean. “We are excited about helping our students achieve their best results possible on these important exams and therefore have set aside a day to focus on doing just that.”

During the Summit, teachers held review sessions, gave practice test questions, reviewed test results, and provided testing techniques and strategies. Students who are registered for AP exams were able to get help in any areas where they need brushing up. They also enjoyed taking a break over a BBQ lunch with their teachers.

AP Exams are given on a fixed, national schedule over the May 6-17 time period. Providence Hall administers the exams on campus for our students and to home school students who register to take them with us.

Providence Hall offers College Board-certified AP courses in English Literature and Composition, Calculus A/B, Statistics, Biology, Microeconomics, Spanish Language, and Studio Art and Photography. Other courses are “AP eligible” in that they have not been narrowly designed to the College Board requirements, but students who have completed these courses are eligible to sit for an AP exam. For example, some students will write the AP Exam in Chemistry after completing the Providence Hall course. In addition, a student may elect to do independent study and take any of the more than 30 exams offered by the College Board.

Most colleges offer credit, advanced placement, or both for good to excellent results on the AP Exams. This can be a major boost to help a student graduate in four or fewer years and to save some expensive college tuition dollars.

Providing AP-certified and AP-eligible courses is an indicator of a high-level high school academic program.

This year’s AP Summit is the first step in a bigger vision for Providence Hall. “Next year, we plan to hold a two-day, overnight summit at an off-campus location,” says Loomer.

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To learn more about the academic program at Providence Hall, please visit the Academics section of the school website.

To learn more about the numerous activities leading up to and including graduation, please visit the Commencement 2013 page of the school website.

Did you know?

Mrs. Bentley uses all the senses to help students become proficient in the Spanish language. Nearly all they hear in the classroom is Spanish:  little or no English allowed. They might talk about simple things such as favorite colors, progressing to rooms of the house, pastimes, daily routines, families, holiday celebrations, the Mayan pyramids in Guatemala, the Alhambra of Spain, views on relationships, thoughts on getting older, and our society’s youth obsession. Mrs. Bentley teaches all Spanish classes, Levels I through IV (AP), getting to know the students very well and therefore is able to draw them out on topics of individual interest.

Her students taste and smell delicious foods which they prepare together in class:  from salmorejo (a thicker version of gazpacho) to horchata (a sweet beverage) to gallo pinto (a Costa Rican rice and black beans dish with a fried egg on top) to tortilla Espanola (a Spanish potato omelet). As they cook and sample the dishes, students learn to follow directions and become familiar with the names of ingredients, all seasoned with a dose of Hispanic culture.

Mrs. Bentley makes her own videos to introduce students to new topics and vocabulary visually and aurally. Her creations include videos on getting ready for school in the morning, the parts of the house, the weather, her family, and more.

Singing is another sensory experience Bentley uses in her classes. “I used to sing in choirs in high school and college and I love music!” she relates. “We sing a lot in class and I have a song or rhyme for most units we study.”

Having lived in both Costa Rica and Spain, Bentley often shares her experiences of living and studying abroad:  things she saw, people she met, places she got lost, classes she took, and churches with which she was involved. These tales of her experiences enliven and enrich the classroom experience for Providence Hall students.

Mrs. Bentley embraces technology and connected learning in her classroom. An early adopter of the iPad, she uses the device to go over homework and to give quizzes. Students write in their answers with a stylus and the homework is projected live on the smart board. She also uses a projection device and the smart board to match vocabulary words to photos or to arrange sentences in the proper order.

Staying on one’s toes is important in Mrs. Bentley’s kinetic classroom. Some class periods, students are in constant motion, standing at the front of the room to play games such as Simon Says, charades, Around the World, and more, all in Spanish, naturally. “You won’t sit down the whole time,” Bentley promises, with a bright smile.

In fact, about the only time quiet reigns in Senora Bentley’s language laboratory is when students write tests, demonstrating all they’ve learned by applying their senses in Spanish class.

Ole!

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To learn more about the Spanish language program at Providence Hall, visit the Humanities Curriculum page of the school’s website.

Walk4Water 2012

Providence Hall students Carys Davies, Luke Schurmer, Ben Brymer, and several others are leading an effort to raise money to provide clean water to children and families in need in places like Honduras, Haiti, and Africa. These service-minded students are recruiting members of the Providence Hall community to join the school team in the Walk4Water on May 4. The approximately three-mile walk begins and ends at East Beach in Santa Barbara. Walks are also being held this spring in Denver and San Francisco.

Carys spoke in the Providence Hall chapel service on April 15 to tell students about the walk and to share her enthusiasm for bringing clean water where it is needed around the world. In an interview, she said she “likes helping people and seeing the joy it brings” when a water filtration system is delivered. “I am fortunate to have clean water whenever I turn on a faucet,” she explained. “I have seen dirty water and how bad it is.”

She saw dirty river water when she accompanied a water filtration installation team to Kenya. She was appalled when she saw women racing to the river to get water for their families—water that is dirty and carries organisms causing diseases such as malaria and cholera.

The Walk4Water supports the work of Hands4Others (H4O), a movement of young people to provide clean, safe, drinkable water to those in need around the globe. The organization has sponsored water filtration projects in ten countries to date. Hands4Others works with Water Missions International to install and maintain water filtration systems.

Hands4Others was launched four years ago in Santa Barbara by teenagers Jack Davies (Carys’s older brother) and his friends Spencer Dusebout and Scott Schurmer.

When asked what she views as the primary benefit of the work of Hands4Others, Carys replied, “Health. People aren’t dying as much.” She also pointed out that when a group of volunteers delivers a water system, “they bring the living water of Jesus, too.” At the time a water system is installed, volunteers present the message of Christ through translators.

The goal for this year’s Walk4Water is to raise $50,000, enough to provide water filtration systems for five villages in Africa, Haiti, and Honduras.

Carys looks forward to traveling to Haiti this summer to deliver a water system. Twenty members of her youth group at Calvary Chapel also plan to go on the trip.

To join these young people in their effort to bring clean water to the world one village at a time, go to the Walk4Water website to join or support the Providence Hall team or to create a new team.  

Developing an appreciation for our national heritage of freedom is part of Providence Hall’s mission for our students’ education. This is carried out throughout the program, but particularly in the Humanities classes. By reading the works of the great thinkers of Western civilization, from Plato to Shakespeare to Voltaire and John Locke, Providence Hall students walk in the footsteps of the giants of philosophy, literature, history, and economics. They are taught to think by being introduced to the best thinkers of the past and present.

Mr. Bruce Rottman chairs the Humanities department, which is comprised of himself (HS Humanities, Economics and Government), Mrs. Sarah Bentley (Spanish), Mrs. Margaret Chapman (MS Bible and HS Foundations of the Christian Faith), Mr. Chris Elwood (HS Humanities, Creative Writing, Public Speaking, and Senior Seminar), and Mrs. Karis Schroeder (MS Humanities and Latin). A nationally recognized educator, Mr. Rottman has taught history, economics, government, and humanities in independent, Christian schools for 33 years. He is on the faculty of the Foundation for Economic Education’s Summer Seminars. His extracurricular “Dead Economists Society” is popular with both Providence Hall and community middle school students. He holds a bachelor’s degree in history from Calvin College and a master’s degree in international relations from the University of San Franciso.

In this article, Mr. Rottman shares his thoughts on why holding to certain immutable Truths is critical to how Providence Hall educates students and to ensuring the future of freedom and liberty throughout our culture. ~David O’Neil, Head of School

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Telling the Truth:  Critical Thinking, Freedom, and Providence Hall

All good schools teach critical thinking. They develop students who write clearly and persuasively, who pepper class discussions and research papers with genuine insights. This is a good thing and is to be encouraged.

But I believe that is not the whole story. A key factor is missing in this portrait of academic excellence.

Did you know that at Providence Hall we believe critical thinking alone is not enough? Yes, we teach students to think critically—but about what? Our motto is “Truth, Beauty, Excellence.” Do absolute standards exist for Truth? For Beauty? For Excellence (Goodness)? Or are there no real guidelines?

Philosopher Allan Bloom, in his classic The Closing of the American Mind, writes that “there is one thing a professor can be absolutely certain of:  almost every student entering the university believes, or says he believes, that truth is relative.” This relativism permeates our modern culture, including most high schools. Not so at Providence Hall.

Here, we do hold some truths to be self evident. Providence Hall teachers believe in objective Truth with a capital “T,” something we approach with utter humility, amazement, and, yes, open mindedness.

Right answers:  elusive or conclusive? In my humanities and economics and government classes, as we discuss a topic, students often ask, “Is there a right answer?” Sometimes I reply, “Yes, but I don’t know what it is.” (Perhaps the question is whether sentient life forms exist on other planets). Other times, I’m more confident:  I embrace a truth, but with a loose grip. (For example, in giving my views on the morality and efficacy of capital punishment.) Most often, though, I hold onto a truth with a tight grip. (Is Jesus Lord? Absolutely!). Truth is out there, it exists, and it’s my job as a teacher, with humility, to search it out.

In that search, we teach students that truths typically have a both a factual and a moral or philosophical basis. For example, a minimum wage law is either a good or a bad idea because of its effects on the working poor, and/or the degree to which it infringes on peoples’ rights. You won’t find vacuous classroom debates at Providence Hall that conclude inconclusively, without a conclusion, with some sort of listing of pros and cons and reference to “one’s personal values”. Our teachers certainly don’t view the world from a lens of moral equivalence, drifting along with our students. Nor do we run away from the Western and American philosophical heritage of individual freedom.

Right(s) and wrong. We teach students to think clearly about rights, showing them how the Founders defined rights. Rather than teaching students they have a vacuous “right to a living wage,” we prepare them to earn a living wage. Seniors carry their own pocket-size copy of the US Constitution, and they can tell you about Article 1, Section 8’s role in defining a limited role for government. Ask them! Freshmen enjoy the role-playing, case-building class activity of putting Christopher Columbus on trial for genocide, but they also understand the role of Columbus and his successors in bringing the self-same Western values to the New World that we use to critique him today.

Recently, a poll of British youth found that 85 per cent of those under 25 years of age “recognize no clearly defined moral guidelines,” according to historian Niall Ferguson. Ironically, 45 per cent of these same young people said England’s decline in religious faith made the UK a worse place. In a world in which people routinely reject the moorings of Western tradition without a deep understanding of those moorings, Providence Hall students gather around the ideas of classic thinkers and acquaint themselves with the institutions that have developed in the West that have, in fact, done amazing things for the “least of these”—with the most important of these institutions being secure property rights (which, of course, are human rights), and the rule of law.

A century ago, the Dutch politician/theologian Abraham Kuyper said “there is not a square inch in the whole domain of our human existence over which Christ, who is Sovereign over all, does not cry, ‘Mine.’” Our recognition of this Truth, and our unapologetic assent to other truths bequeathed us, means that Providence Hall is fundamentally different from every government-funded (public) school, and in fact, most other private schools.

Truth in education. A young person’s education is too important to teach only “critical thinking.” I would shudder to send my own children off to college if they had been taught to think about values instead of virtues, to equate rights with entitlements, or to view truth, beauty, and goodness in relativistic terms. I love teaching at Providence Hall because we teachers embrace Beauty, along with its Author. That may run deeply counter to the prevailing culture, but it is an honor to be a part of a school which so clearly supports the Western and Christian foundations of our culture. ~Bruce Rottman

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To read the Providence Hall mission statement, please visit the Mission page of our website.

To learn more about the academic curriculum, please visit the Humanities page of our website.

To read another article by Bruce Rottman, please visit his blog post, iPads and The Flipped Classroom:  Exploring the Nature of Profit.

Senior Caroline Wickham (left) checks the lunchtime sign-out sheet with Ms. Cara Emerson (right).

Who is the first person people talk to or see when they contact Providence Hall? It’s Ms. Cara Emerson, the smiling face of our front office. She makes the school office a place people want to visit, thanks to the friendly environment she creates.

Did you know that besides her official title of Assistant to the Head of School, Ms. Emerson has many other unofficial titles? She is Band-Aid, Kleenex, and sympathy provider to the injured and unwell, RenWeb guru for the technologically challenged, chief question-answerer for the confused, and occasional candy distributor to those with a sweet tooth. “Oh, yes, I do know which kids like root beer barrels and which ones prefer Jolly Ranchers,” she says with a laugh. “The candy dish on my desk encourages some kids to come see me who otherwise wouldn’t. It gives me an opportunity to interact with them.”

Ms. Emerson is responsible for many administrative duties, including providing support to the head of school, the academic dean, and the director of admissions, managing pupil records, and tracking attendance, to name a few. She also mentors a group of students during the weekly CORE class. Interwoven with those administrative responsibilities is her role in the front office, one she relishes. “I just love getting to know all the students and their families and letting them know I care about them,” she says. “That’s one of the great things about a school this size. No one is overlooked.” Ms. Emerson knows the name of all the Providence Hall students, their parents, siblings, and in some cases, even grandparents! 

Parents can count on Ms. Emerson for help navigating the Providence Hall experience. She fields questions of all varieties, from team practice times and community service and social event details to dress code and graduation requirements. “If I don’t know the answer to a question, I will find the information!” she says with her usual cheer.

When Cara Emerson learned about Providence Hall in 2008 she quickly was convinced of the school’s worthy mission and was eager to come on board to help in any way she could. She was hired as Providence Hall’s first assistant to the head of school, working at that time with Dr. David Winter, and has been serving in that capacity ever since. Prior to joining the Providence Hall staff, she was campus coordinator for El Montecito School—coincidentally, on the same Canon Perdido Street campus Providence Hall now occupies. Before working in education, Ms. Emerson spent the vast majority of her professional life in social work, specifically, Christian nonprofits with a focus on women and children in crisis. “Working at Providence Hall is more than just a job to me,” she says. “It’s my mission!”

Because her own daughter, Faith, attended Providence Hall (graduating in 2012), Ms. Emerson understands the concerns Providence Hall parents have. “I appreciate how seriously parents take their children’s educational experience,” she says, knowingly. “I want them to know their child is in good hands here.”

Cara Emerson welcomes parents, students, and visitors to Providence Hall 8:00 a.m. – 4:00 p.m., Monday through Friday. To learn more about Providence Hall’s high-quality, college preparatory Christian education for grades 7-12, or to schedule a campus visit, call 805-962-4400 or email cemerson@providencehallsb.org. Either way, you are sure to receive a quick and warm response from Ms. Emerson.

Did you know there is more to the Parent Council than baking cookies?

Every parent of a Providence Hall student is automatically a member of the Parent Council. The Council meets the second Tuesday of each month, from 8:30 am to 9:30 am, to build community, share experiences, listen to reports from administrators, and attend to business.

At these meetings, all grade 7-12 parents meet together. This is important, as parents who have been a part of the school for a few years can share their experience and traditions with parents who are new to the school.

Praying for the students, teachers, administrators, and the school in general is an important function of the Parent Council. A time of prayer usually takes place at 8 am before the regular meeting begins. A sub-group of the Parent Council meets weekly to pray for Providence Hall.

The Parent Council is ably chaired by Mrs. Pam Beebe and Mrs. Nancy Eaton. Pam is the mother of a Class of 2011 graduate (Anna), a senior (Elizabeth), and an 8^th grader (Ricky). Nancy is the mother of another Class of 2011 graduate (Chloe) and a sophomore (Matthew). Besides these two chairs, parent representatives are chosen for each to class to assist with grade-level social events.

Administrators, including the head of school, the academic dean, and directors of admission, advancement, athletics, performing arts, and student life make regular appearances at Parent Council meetings to report on aspects of school life. Parents are able to ask questions and make suggestions during these visits. In addition, the Parent Council chairs meet regularly throughout the school year with administrators to represent parent concerns.

“Educating young people is a partnership and it is an honor to come alongside parents to encourage their students to grow academically and spiritually,” says Mr. David O’Neil, head of school. “Good ideas come from many places. Parents and students both have significant impact on the development of our school.”

Tim Loomer, academic dean, adds, “At the end of the day, we want to provide the best possible education for each student. We sincerely value the input of parents as we pursue that goal.”

Parents may choose to be as involved as they want to be in Parent Council activities. The beauty of an independent school is that parents have this avenue for meeting with administration, for making suggestions, for developing friendships and community by serving together, and for supporting their children’s success in school.

Parent Council business includes teacher appreciation activities, school events and projects (Open Houses, Fall Forum, Philia Project, Christmas Reception, Academic Awards Night, Graduation Week events, and more), and serving on focus groups and advisory councils (WASC accreditation, technology, and the athletics Pride Squad). The Parent Council also helps with development and fundraising efforts including Providence Fund, eScrip, pizza lunches, Axxess book and See’s candy sales, and collecting Box Tops for Education.

And, yes, Parent Council members do often bake cookies for all kinds of events. And they are loved and appreciated for it!

The next Parent Council meeting is Tuesday, April 9, 8:30 am in the Boys and Girls Club library. It is not too late to check out this group and see if it is an area in which you’d like to be involved in the future.

To learn more about how to partner with Providence Hall, please visit the Support Us page of our website.

Did you know that there is more to “proper” choral music equipment? And that Providence Hall now has it all?

Performing Arts director Rebecca Leftwich Hodson is “absolutely thrilled” with the addition of three new types of equipment for her choral music classes and performing ensembles. The equipment includes:

•  A porcelain whiteboard with five-stave music staff on one side and a blank surface on the other side. “This board makes it possible to teach all aspects of music theory,” says Ms. Hodson. “I am able to much more effectively teach the curriculum due to the addition of this new equipment!” 
• Thirty “posture” chairs, specifically designed for singers, which can be arranged in various configurations, are easy to store, and can be transported on a moving dolly to other parts of campus for multiple uses.
• A new choral folio cabinet to house those choir folders and sheet music efficiently and neatly. 

Using the new equipment, which was delivered in March, the Chamber Singers have completed a unit on the major key signatures and intervals, and the Chorale has been learning the chromatic scale and rhythm reading.

The purchase of the choral music equipment was made possible by generous donations to the Providence Fund, designated to the performing arts program.

To hear the Providence Hall singers live, please mark your calendar for the Spring Concert, May 25, 7 pm, at the First United Methodist Church (305 East Anapamu Street, Santa Barbara, CA  93101). There is no charge to attend.

To learn more about the choral music program at Providence Hall, please visit the Performing Arts page on our website. Videos of past performances are available on the website.

Gifts in support of the Performing Arts may be made online through the Support Us page of the website, or mailed to Providence Hall, Advancement Office, 630 East Canon Perdido Street, Santa Barbara  CA  93105. 

Did you know that while the work of research, experimenting, and preparing a presentation is inherent to the project, anxiety, worry, and parental assistance is not required?

Middle school science and mathematics teacher Mr. Nate Alker has made it a goal to help students take ownership and pride in their science fair projects, to enjoy the process, and to celebrate their successes with their families and peers.

“As we work to prepare our middle school students for high school, an important aspect of that goal is giving them more and more responsibilities,” he says. “It is crucial that at this age students begin to take ownership and pride in their schoolwork. Besides the good and proper science, that is what is at the heart of the science fair project.”

The first step is providing students the opportunity to select a subject in which they are sincerely interested. “Ownership begins to take root and as a result a healthy sense of pride in the finished product develops,” explains Alker.

This year, science fair topics ranged from Zamboni machines to self-sustaining environments, from wetsuit drying rates to tooth decay and beverages to how we hear underwater and how to raise chickens in the city.

Next, in a carefully guided process, students pose a question they are curious about and then design an experiment to test that question. After students carry out their experiments, Alker asks them to invoke their critical thinking skills as they analyze the data they collected and link it back to their research and hypothesis.

“Due to the small class sizes at Providence Hall, I am able to work side by side with students, not as their teacher, but simply as another scientist probing them at each step of the process to rethink, change, and develop their ideas,” says Alker. “The finished product is something the student can take pride in, something they began and worked through from start to finish.”

“The spring science fair project not only is a great way for students to better understand the scientific method, it also gives students the opportunity to put their previous knowledge to work, not only in science, but writing and critical thinking as well,” says Alker. “This is important, because at this point in the year students are beginning to wonder, What will high school hold? Will it be hard? Will I be prepared? The beautiful thing about Providence Hall middle school is that we work closely with our colleagues in the high school to best prepare our students for the challenges to come. “

In a culminating event after seven weeks of hard work and deep thinking, students celebrate by presenting their projects to their families and peers. This gives student the opportunity to share with others what they have learned through their research and testing. According to Alker, “This is also a great point of self-assessment, as students are given the opportunity to reflect on how well they prepared, managed, and carried out this major assignment.”

The 8^th grade class presented their science fair March 21, in conjunction with the 7^th grade Renaissance Festival. They also composed a booklet of short abstracts written by each student, entitled “The Scientific Wonderings of a Teenager.”

To learn more, please visit the middle school curriculum page of our website.

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What would Shakespeare have to say about The Hunger Games? Or Michelangelo on abstract modern art? The Providence Hall Class of 2018 (seventh grade) asked themselves these questions and more as they wrote “Back to the Renaissance,” a playful performance and the capstone to their study on the “rebirth” and flowering of arts and education in the fourteenth through seventeenth centuries.

For this class project, students wrote a five-paragraph, eight-source research essay on a Renaissance luminary of their choice. They presented their findings to their peers via PowerPoint.

After accomplishing these academic feats, students incorporated their newly gained knowledge as they worked in groups to create a clever script, transporting each of their figures, whether Dante Aligihieri or Sandro Botticelli, to the modern world of 2013. After script writing in my humanities class and stage blocking in Mr. Miller James’ theater class, the dramas came to life.

• Famous artists Raphael, Michelangelo, Botticelli, Leornardo da Vinci, and Titian commented and critiqued the changes in art at a modern art show.
• Explorers Sir Francis Drake, Ferdinand Magellan, Francisco Pizaaro, and Sir Walter Raleigh used a GPS for the very first time.
• The frontrunners of science and innovation, Isaac Newton, Galileo Galilei, Nicolaus Copernicus, and Andreas Vesalius, portrayed middle school geeks entering their research in their school’s science fair competition.
• The major writers of the time, Dante Alighieri, William Shakespeare, Christopher Marlowe, along with the help of Johannes Gutenberg, discussed the literary merits of their works or publications as they argued over whose book shall be read next for their book club as they had recently finished The Hunger Games. 

 Through the process, students work on critical writing skills including revision, quote embedding, and source citation, preparing them for high school and beyond. I pushed them further to then shift perspective from third-person commenter to first-person narrator in order to tell the life story of Francis Drake or Galileo to an audience, stretching those rhetorical skills at a young age.

Responsibility and autonomy are key attributes strengthened through the process as students must choose their historical figure, replicate the wardrobe and style of the time, write both a monologue and a group script, and perform in front of family and friends.

This type of project-based learning captures student attention and allows for areas of creativity and expression. Rather than rote memorization, students must fully engage in the material, articulate inferences, make deeper connections, and apply the knowledge they’ve gained—all forms of higher-level thinking.

The icing on the cake was the delightful evening of entertainment presented for their families’ proud pleasure. ~ Karis Schroeder, Humanities Teacher

To learn more, please visit the Humanities curriculum page of our web site.

“The experience of meeting a survivor of Nazi Germany makes our studies come alive,” said Mr. Bruce Rottman, humanities department chair and teacher of the sophomore Humanities II course.

Students were prepared for this first-hand encounter with the holocaust:  they had read a chapter from Hitler’s Mein Kampf and they also had read Night, Elie Wiesel’s account of his experience in the concentration camps. They also had viewed and discussed two movies:  the 1956 French classic Night and Fog and excerpts from another movie in which concentration camp inmates put God on “trial” for abandoning the Jews.

Students were inspired by hearing history directly from a survivor. “We realize that it’s a privilege to meet witnesses from that era,” commented Rohaam Miarkiani. “We might be some of the last people to hear this story firsthand,” remarked Madeleine Meyer.

As Helga Kahn finished telling her story, she left the students with a new perspective on that tragic era, and implored them to never forget the story of the Nazi holocaust and to confront evils in our society rather than passively standing by.

Additional Educational Activities Covering Jewish History

Providence Hall teachers cover Israel, the Jewish people, and their historical and biblical significance by incorporating a number of lessons and activities in the curriculum. Listed below is an overview of those lessons and activities.

Bible

In our Hermeneutics course we spend time on the Abrahamic covenant and go into detail on the content (Blessing, Land, Descendants), the progressive fulfillment, the purpose, and the significance of the Abrahamic covenant as it is partially fulfilled in the founding of Israel, as it goes through trial in the Kingdom, divided Kingdom, and Exile time periods, and as it is fulfilled in the Incarnation. One of the main ideas is to get the students to see that Israel is integral to God’s purposes in pursuing, wooing, and reconciling himself to a fallen humanity. Our curriculum focuses around key explanations in the Pentateuch on why God forms Israel, for example, Exodus 19:4-6 with it’s emphasis on Israel as God’s chosen nation, treasured possession, and kingdom of priests.

 In our middle school course, we spend significant time locating Israel geographically and placing it in historical context. As we learn the geography of the ancient Near East from the time of the Patriarchs up through the Exile, we consider how Israel is situated in relation to the other powerful political entities of the day (Assyria, Babylon, Midian, Phoenicia, Egypt, Syria, Tyre, Sidon, etc.).

 As far as comparative religion goes we talk a lot about the dangers of idolatry to the fledgling people of Israel and the things about Canaanite traditional religion that might be tempting/ attractive. We look at how prone to idolatry Israel was and reflect on what that says about the human condition. When we read the Psalm of the day we regularly contrast David’s forward looking but shadowy faith in God who is just and justifies with Paul’s crisp vivid understanding of Christ’s redemptive reconciling work on the cross.

 In the Classic Christian Thought course we talk about the Jewish foundations for Christian orthodoxy and the significance of the Diaspora Jewish communities scattered around the Mediterranean for the initial spread of the gospel. When we talk about various heresies that arose in the first centuries, we consider the significance of the gospels’ deep Jewish roots as a touchstone of Christian Orthodoxy and a central insight in the gospel preserved in the forming canon.

Humanities 7 & 8

We study WWII and the Holocaust for two weeks in 8th grade by reading the true story of Corrie ten Boom called The Hiding Place. Ten Boom was a middle-aged, Christian, Dutch watchmaker who played a pivotal role in the Resistance by helping people escape from Nazi control. She also hid Jewish people in her own home but is found out and taken to prison and later a concentration camp where both her sister and father die. 

Humanities 9 

In our thesis assignment, students compare and contrast the Gilgamesh account of the fall of mankind and the flood with the Genesis accounts of both of these events, after we learn basic principles of exegesis.

We discuss the Jews as a subset of ancient history, showing how they were similar and different to other ancient peoples

We read Genesis 1-19 and discuss, among other things, Abraham. Students write an essay showing the insights that the story of Abraham and Lot in Sodom provide, applying it to the “four ironies of Judaism” from Dr. Peter Ochs.

When we discuss Egypt, we turn to the story of Joseph and make the connections between the Patriarchs and the history of Egypt in Genesis 20 and following.

In our unit on Rome, we discuss Rome’s policy toward Judea, in particular the first century BC and the first century AD, culminating in the Diaspora following AD 70 under the Roman general Titus.

We look at the “Jewish question” the early church faced in the first couple of centuries after Jesus.

We look at the development of anti-Semitism in Europe during the Middle Ages, looking at, for example, primary sources demonstrating European attitudes toward Jews (e.g., the anti-Jewish Oath). 

We examine the Spanish Inquisition, the impact of the Crusades on Jews, and the Reconquista in Spain.

We examine examples of anti-Semitism in Voltaire’s Candide.

Humanities 10

We look at the development of Zionism in the 19th century, anti-Jewish pogroms in Russia, the Balfour Declaration, and the history of the Arab-Israeli Conflict from 1948-today.

We read Night by Elie Wiesel and students write an in-class essay on the book’s themes. We visit the “Portraits of Survival” exhibit at the Jewish Federation Center in Santa Barbara and meet with a Holocaust survivor.

Christian Worldview

Judaism is one of the major religions covered in the senior Comparative Worldviews course. 

Mrs. Sheridan Force, mother of senior Tenley Force, often accompanies the group of Providence Hall students who serve a meal and lead worship at the Santa Barbara Rescue Mission one evening per month.

Recently, Mrs. Force shared the story of events she saw unfold at a Rescue Mission service night. Her moving story of how God used our students in His plan for one man’s life appears below.

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What does being “set apart” look like at Providence Hall?

• We certainly set ourselves apart in athletics with the girls basketball CIF sectional championship this winter.
• Our senior class has a 100% acceptance rate to four-year colleges, clearly indicating great academic success.
• Thespians, artisans, and singers perform with passion and soulful talent, to tremendous applaud and praise.
• We are leaps and bounds ahead with plans for technological advances in education, combining 1:1 connected learning with the best of a traditional curriculum.

But how are we to be truly “set apart” and what does that really look like? What should it look like? 

I know what being “set apart” looks like, because I saw it in action on a Monday night.

 “And let our people learn to devote themselves to good works, so as to help cases of urgent need, and not be unfruitful.”  Titus 3:14

 It began as an ordinary evening, if one can call going to the Santa Barbara Rescue Mission to serve food to the homeless and lead a worship service an ordinary activity. It is anything but, yet absolutely true, as students from Providence Hall routinely gather there to reach out in a genuine desire to serve. It’s fascinating to witness the easy adaptability of young people, who—when given the right opportunity—are able to see life through God’s lens of purpose and spiritual clarity. They are able to zoom in with great focus, and yet, at the same time, be oblivious to the offensive distractions that we older people often allow to clutter our thinking and our hearts. So, amidst the controlled chaos of homeless life at the SBRM, of both healed and healing people, and of others in various states of clarity or confusion, our students serve. They offer that innocent, undefiled love combined with some youthful wisdom as they reach out to others in the way Jesus and their school showed them.

But how did this night differ in such magnitude that it could be called nothing short of miraculous? It certainly didn’t start out that way. At least, unbeknownst to us and to this one lone man, whom we shall call by the name “Brother.”

The chow line was long, but quick. The students served the food with their usual effervescence and charm, their arms and hands tested by heavy ladles and repeated actions of serving the multitudes. Shortly thereafter, a transition occurred from service to relational connection as these bright and eager young men and women of God sat with the patrons and talked 1:1, genuinely, affectionately, intently. Perhaps these were the first real, normal, non-threatening conversations in a long time between society’s oft-considered outcasts and those not yet so tainted as to think them so. The kids and the homeless diners laughed and communed, shared and chatted, if for only a brief moment, on this miraculous Monday night.

As we finished the meal and conversation in the dining room, two of our young men were getting ready to lead worship in the chapel, tuning their guitars and warming up their voices, while another two put the final touches on the teaching or testimony they planned to share. Still others arranged the chairs, prepared the song sheet handouts, and readied themselves to greet anyone who would wander in to either be entertained, to partake in worship, or to simply sit where it was warm and relatively safe. Meanwhile, “Brother” waited in the front corner of the chapel, having chosen to forgo dinner. There he sat, in his motorized scooter, unable to walk, his legs betraying him with tremendous pain and disease. He waited in the same place we have seen him sit many times before.

Upon hearing the story of this quiet man, you could easily equate his life with that of Job’s, due to all the accumulated tragedy it has encompassed. Yet, he would be the first to say it is not a fair comparison, because he was not a righteous man like Job, keenly recognizing his sinful past. (I believe he would also gratefully and humbly claim, as a true believer, that he has been made a new man in Christ, thus receiving the righteousness through Christ himself.)

This is where the miracle begins. This aging veteran, suffering from serious medical conditions, who once lived a full life, is now shattered, and on this very day became a very broken man. Earlier that day, “Brother” lost the very last thing that he had been clinging to that gave him earthly hope. All hope vanished that Monday. Even though he loves the Lord, he admitted he was angry at God and felt he could no longer go on. He resolved to do the unthinkable. He made his last stop at the SBRM, without appetite, choosing to venture into the tiny chapel, still finalizing his plans.

It was there that “Brother” heard the sweet music of our two young men, readying their instruments, their voices, and their hearts to serenade and encourage the patrons who might come that evening. It was then and there that “Brother’s” tears and destructive thoughts began to change from absolute despair to a supernatural restoration and remembrance that God’s plans are to give a hope and a future to each and every one of us. It was through the heart and soul of these young musicians and all the other young servants who were there that night that a life was a saved, unbeknownst to them as they played on. But I knew, because “Brother” had revealed this to me just before the worship service began. I sat in utter shock as he told me that on this very night he planned to take his own life, not wanting to carry on any longer, a totally broken man with a guilty anger towards the God he loved so much. But now, in a providential instant, God worked a miracle through His young servants while they acted unaware, serving out of faith, obedience, and caring spirits. The result? A life saved. A life restored. Yes, God is faithful. 

As the students concluded the service, “Brother” quietly interrupted in order to say something. He chose his words carefully as he delicately explained his earlier intentions:

“I just want you all to know, I was planning on killing myself tonight, but after hearing these boys sing songs of praise and the fact that all these young people came to worship, God has helped me to change my mind, and I thank you.” 

Now it was the rest of our group’s turn to be stunned by this revelation. The shocked looks appeared immediately. And just as immediately came the response. We gathered around “Brother,” laying hands on a man restored from the brink of disaster, tears in all our eyes, parents and students alike praying loud and loving words of power and might over him. This experience was life-altering for everyone on so many levels, and I believe it was a miraculous event that will never be forgotten by those who were present. 

Yes, this is what being “set apart” looks like. And if this is what the students at Providence Hall represent and do here on earth and in this world, then they shine brighter than a thousand stars. These acts of good works best describe and “set apart” our school more than anything else.

May the peace of the Lord be with you always. And now we know that our friend “Brother” will also be with us a little longer because of God’s Holy Spirit, who is alive and at work in the students at Providence Hall.

Praise be to God and thanksgiving to all those who came to the Santa Barbara Rescue Mission on one miraculous Monday night.

~ Sheridan Force

That is, until they encounter the Providence Hall Senior Thesis Project.

Did you know?

Every Providence Hall senior gets the opportunity to pursue in depth a topic they have always wanted to explore but never had the time or resources to fully devote to the task.

Asking the question

Seniors begin by identifying a question they have always wanted answered, such as:

• Is there a connection between religious practices (prayer and meditation) with brain activity?
• How is reading Beowulf, the Old English epic poet, relevant today?
• What are the moral implications of genetic selection for gender and for birth defect avoidance?
• Was Robin Hood a good guy (hero) or a bad guy (terrorist)? Does his story have parallels today?

Research and writing

Under the guidance of both a faculty advisor and a community expert, each student begins to research the answers to their question, invariably bringing more questions and conflicting answers to light. Senior Seminar director Chris Elwood brings the seniors to Westmont College’s Voskuyl Library, where they are given access and are taught to use the library’s search engine and extensive research materials. “Spending hours at a college library adds professionalism to their task and they get a taste of the reality of the college experience upon which they will soon embark,” says Elwood. “The research and writing skills students develop through this project are invaluable and give them a head start on the type of writing required in college.”

Mentorship

A vital component of the Senior Project is mentoring by a faculty advisor and a community expert, including medical doctors, research scientists, and college professors. “Meeting with my community advisor, Dr. Steve Julio, was the best part of the project and when I learned the most,” reports senior Tenley Force, who researched moral implications of genetic selection. “I learned how to ask questions and it was a great opportunity to meet with someone who knows so much about a subject.”

Presentation

After 18 weeks of research, writing, editing, and rewriting, each senior prepares a multimedia presentation. The student presents his or her thesis topic and defends it before a committee of teachers and administrators, who ask probing questions about the topic and celebrate the senior’s accomplishments. Students learn valuable public speaking skills through this process.

Competition

Three projects, selected for depth, presentation, and overall excellence, win prizes and those seniors publicly present their work. “The day the top three students present to the community and engage the entire student body in a discussion of their research is one of my favorite days of the year,” enthuses Elwood. “This is truly a special program that Providence Hall offers.”

Top Three Senior Thesis Projects of 2013:

The Science of God: Examining Religious Experience and Brain Activity – Elizabeth Beebe

The Relevancy of Beowulf – Ben LaBarge

Pre-implantation Genetic Disorder:  The Facts and Moral Implications – Tenley Force

 Other Noteworthy Topics:

Detached Observer or Good Samaritan:  The Ethics of Photojournalism

Effective Treatment of Down Syndrome

The Economic Consequences of Illegal Immigration

The Spirit of Creativity within Edvard Munch and Van Gogh

Robin Hood:  Mythical Hero or Terrorist

The Psychological Impact of Divorce on Children

The Holy Spirit and the Practice of Healing in Churches

Appropriate Accommodations for Concussion Victims

Good War vs. Great Economy:  Bastiat’s Theory

To learn more, please visit the Senior Thesis Project web page.

The opportunities for students to take on leadership roles at Providence Hall are as varied as the students themselves. Students can captain a sports team, stage manage a play, mentor younger students, go on an Outdoor Leadership Institute trip, and plan student events. David O’Neil, Head of School, frequently reminds students the key elements to leadership at Providence Hall are opportunity and ownership.

Opportunity

Two types of leadership opportunities are open to Providence Hall high school students:  those to which they are elected and those to which they are appointed. Students are elected by their classmates as ASB (Associated Student Body) representatives or appointed by the administration to a prefect position. Mrs. Becca Gill, Director of Campus Life, oversees both leadership programs.

Both middle school and high school students enjoy opportunities to lead in clubs, sports, and spiritual life activities.

The high school leadership team of ASB representatives and prefects kicks off the school year with a 24-hour Leadership Retreat at an off-campus location. At the retreat, the bar is set for expectations for the school year. According to Mrs. Gill, “Students are challenged to powerfully step into their role as a leader here at Providence Hall. It is also a great time to get to know each other better and to have fun!”

Ownership

Today’s students are the creators of Providence Hall traditions. For generations to come, future Providence Hall students will participate in the all-school events and class activities initiated by current students who are creating a unique culture and atmosphere expressed only at this school. We wouldn’t have the zaniness of Spirit Week, dance traditions, clothing drives, holiday activities, or the high school girls spiritual mentoring with middle school girls were it not for the creative initiative of Providence Hall’s student leaders.

Students in leadership are asked, sometimes for the first time in their lives, to take responsibility for creating, planning, and executing events, big and small. They learn to work together, initiate action, take risks, and solve problems. “In the beginning, students seek out roles that serve their strengths,” says Mrs. Gill. “They take on the responsibility for something such as dance decorations or music selection or refreshments, knowing that other students are trusting them to take care of their task. By the end of the process, they are able to experience the satisfaction of seeing their hard work come together in an amazing event they themselves created for the enjoyment of their classmates.”

The Head Prefect leads by example, serving as a role model for other students. Candidates for the position embody the attributes of an ideal Providence Hall student:  academically motivated, socially adept individuals who seek opportunities for spiritual growth and for leadership. Other prefects are chosen to lead in specific areas of school life, such as community service, admissions, or technology. Each prefect works with a faculty advisor to develop his or her strengths.

Choosing to be on the Leadership Team at Providence Hall provides the opportunity for students to actually “try on” the steps it takes to be a leader and to own the experience and the results, whatever the outcome.

To learn more about leadership opportunities at Providence Hall, please visit the Campus Life section of our website.

Mrs. Laura Schultheis, who teaches the high school science courses, is a true scientist and a phenomenal educator. She holds a bachelor’s degree in biology and a teaching credential from Westmont College. She has taught biology at Westmont as an adjunct professor. She could have her choice of teaching positions, but has chosen to teach at Providence Hall because she is committed to our distinctive mission and because she desires to be a part of our story.

Did you know?

Hands-on lab activities are a weekly occurrence in Providence Hall science classes.

Just this week, the conceptual physics, chemistry, and Advanced Placement (AP) biology classes are diving into real-life explorations of the concepts learned in class.

Physics:  Apparent Weightlessness Lab

In the conceptual physics class, the students have been learning about universal gravity, gravitational interactions, and weightlessness. Since these ideas are often hard to conceptualize, the students made “anti-gravity devices” to replicate what happens to objects under conditions of weightlessness. Using household objects (a paper cup, rubber bands, metal washers, and water), students were able to represent and visualize the changes in interactions between the objects, both with and without the presence of gravity.

Chemistry:  Analysis of Baking Soda

In chemistry class, students are learning stoichiometry, which is a branch of chemistry that deals with the relative quantities of products and reactants in chemical reactions. When dealing with particles as small as atoms, it is often difficult to comprehend the amounts of substances that are present in a given sample.  However, when put into the relevant context of moles (similar to saying 12 apples is equal to one dozen), students can begin to understand the actual amounts of substances that they are dealing with in a chemical reaction.

In the “Analysis of Baking Soda” lab, students use a method called titration to test the reaction of baking soda in the presence of hydrochloric acid, and then sodium hydroxide, to calculate the number of moles of sodium hydrogen carbonate (baking soda) in a given sample. From this simple experiment, students can calculate the complex number of molecules and even the number of atoms present in the sample.

AP Biology:  Drosophila Lab and Hardy-Weinberg Genetic Equilibrium

In the AP biology course, we are transitioning between our units on Mendelian genetics to the processes of change in nature. The students are currently in the middle of a four-week long lab where they are setting up genetic crosses in the common fruit fly, Drosophila melanogaster. While many AP programs have adopted a computer-simulated version of this lab, at Providence Hall we believe firmly in the benefit of actually carrying out the lab in person. Students learn how to anaesthetize and separate flies by gender and eye color, set up sustainable growth vials for crosses, and predict possible genetic outcomes over multiple generations using the concepts of Mendelian genetics. In week two of this lab students are just starting to observe the results of the first generation of offspring.

Also this week, AP biology students are learning how to determine the frequency of alleles in a population. To do this, they are developing an experimental sample group made up of students on campus. They are then administering a simple taste test using a kind of taste-test paper to determine the number of individuals in a population who can taste the chemical phenylthiocarbamide, or PTC. Using the Hardy-Weinberg equation, they will then calculate the frequency of alleles present in the experimental population. ~ Laura Schultheis

To learn more about science classes at Providence Hall, please visit the science curriculum page of our website.

Paying the tuition to attend a school such as Providence Hall is a concern for most applicant families. Independent, Christian education, unsubsidized by a church (parochial school) or government (public school), can be costly. All expenses of education—teacher salaries, facility, lights, administration, books and paper, educational technology, athletics and arts expenses, and student and spiritual life activities add up to comprise the cost to educate a child.

Meeting needs

We are thankful to be able to meet the financial need, as defined by the FACTS Grant and Aid Assessment process, of 100 percent of applicants. Generous donors, called “Tuition Angels,” provide financial support to make a Providence Hall education accessible to deserving students who align with the school’s mission and who can benefit from the one-of-a-kind education we provide.

Providence Hall’s director of tuition assistance, Diane Horvath, provides expert management of the tuition assistance process. Applying for tuition assistance is separate from the admission application process and does not affect the applicant’s admission status.

Mrs. Horvath works closely with families, guiding them through the tuition assistance application process. Assistance awards are presented as part of the admission packet, clearly stated and without hidden fees or costs to surprise families later.

Choosing a tuition payment method that best fits a family’s circumstances is another service provided by the director of tuition assistance. Providence Hall offers annual, semi-annual, and monthly payment plans.

The value of a Providence Hall education

A challenging, educational experience is one of the most significant gifts you can give your son or daughter. Through the one-on-one personal attention from teachers and administrators, your child will be nurtured spiritually as well as developmentally.

Working together, families and school supporters invest in the next generation, one student at a time. Is PH worth it? A resounding YES!

One family’s story

When Roman and Patsy Mazariegos’s eldest daughter, Patsy (Class of 2012), neared high school age, they prayed God would lead them to the best school for her. “Providence Hall opened at just the right time for our family,” says Rolman, a Santa Barbara pastor. “We are definitely pleased with the school’s environment, principles, and overall excellence.”

Now that Patsy is successfully launched at Calvin College (Michigan), “We thank God for the blessing of tuition assistance. Without financial assistance, we could not have afforded to pay college tuition for Patsy and the tuition for our second daughter, Keila, to return to Providence Hall as a junior.”

With a third daughter looking to attend Providence in the future, the Mazariegos family is very grateful to the Tuition Angels who support their daughters’ educations. “It is such a blessing to our family!”

To learn more about tuition assistance at Providence Hall, please visit the Affording Providence page of our website.

To make a gift to the Tuition Angel scholarship fund, please visit the Tuition Angels Scholarship Program page of our website.

Morro Bay – Beyond The Classroom Trip
The itinerary for this adventure is ideal for students who have a diversity of outdoor interests, and appreciate the comfort and convenience of car camping. The unique geology of Morro Bay provides a perfect setting for exploring land and sea. The first day includes a hike and rock scramble to the top of Cerro Cabrillo. On day two, students will kayak across the harbor to the dunes of Morro Bay State Park and challenge their strength, balance, and courage with technical rock climbing on nearby sandstone crags. This trip features “comfort” camping, with hot showers and bathrooms available.

But did you know learning mathematics at Providence Hall is not just about numerical relationships, but also about the interpersonal relationships between teachers and students and among classmates?

Relationships facilitate learning

High school mathematics teacher Laura Trudelle uses relationships to facilitate learning and character development in her geometry, algebra, and pre-calculus classes.

Trudelle’s students are close to her heart. She prays for each one by name, every day. She writes notes of encouragement.

Her relationship with students transcends the classroom. “I feel like a proud parent watching my students play in basketball games, sing in concerts, do the ‘cha-cha-slide’ at dances, help other students, play four-square at lunch, and break down mental barriers they once held in the area of math.”

Not only does Trudelle care for her students, she believes in them. “They can all be math studs,” she says with enthusiasm. “I try to help them let their natural curiosity motivate them to truly study mathematics instead of simply ‘getting through’ the class.”

Matters of faith and spiritual development come as naturally to the relationship Trudelle has with her students as showing them how to label x and y coordinates. “I talk with them about what we discussed in chapel that day, what I am learning in my own faith, how to stay motivated when times get hard, and how to set goals and chase after them,” she says.

Trudelle’s relationships extend beyond her interactions with her classes to include the school as a whole. “I believe that Providence is a healthy place for students, teachers, administrators, and parents and I like to share that with my students,” she declares with evident pride.

It all adds up

A number of strategies and activities make Miss Trudelle’s classes strong centers of math education. Those elements include:

Small class sizes

• All students can solve one math problem after another at the whiteboard at the same time, while Trudelle watches. Students help each other and practice explaining their understanding, with guidance from the teacher.
• As the teacher, Trudelle guides the students to explore and discover math over giving lectures telling them what has already been discovered.
• She welcomes and encourages all questions students have while learning new ideas, often taking the time to stop and explore the idea.
• She makes sure every student participates every day.
• Using hand signals, she monitors how each student is doing with the subject material. They are able to indicate their confidence with the lesson and show answers with their fingers to give her immediate feedback on a range of topics.
• Her classes are well-disciplined. Trudelle can give individual attention to a student with confidence that the other students will stay on task working silently on their math problems.

Making it practical

• Trudelle’s students participate in application activities, such as finding the heights of buildings in the neighborhood using a clinometer and trigonometry, calculating the area and volume of objects outside the school, or going on a scavenger hunt for geometrical shapes.
• Guest speakers add to the class dynamic. An engineer showed precalculus and algebra II classes how to use the quadratic formula. A Christian apologist taught geometry students the importance of deducing and proving ideas correctly in math and in one’s faith.
• A field trip to the Santa Barbara Courthouse gives students the opportunity to meet the clock master and to learn how math is used in clockwork machinery.
• Each class period, the student may call for a commercial break. During this time, Trudelle gives them a riddle or puzzle or shares an interesting fact. These breaks allow students to think deeply about something other than math.
• A math club meets during the school day to solve more math riddles.

Integrating faith and math

• Using principles of math as analogies to faith, Trudelle introduces the concept of an asymptote:  a line and a curve that approach to infinity, but never actually touch it; the closer the curve gets to infinity, the more it looks like its asymptote line. She uses this concept to relate a Christian’s life here on earth to that of Jesus’. Does the trajectory of one’s life align closer and closer to that of Jesus’?

• Another principle of math that relates to faith is that of probability. What is the definition of a miracle? Something with a 0% likelihood to occur? A 5% likelihood?

• The concept of mutual exclusivity is applied to examine the character of God. Does God in his nature hold characteristics that are mutually exclusive (such as beginning and end)?

• Discoveries of concepts such as pi and Fibonacci’s sequence are explored and the question asked:  do they reveal God’s fingerprints in the universe?

Solving the riddle of relationships

It is not puzzling why Trudelle’s students perform well and why they enjoy her classes. “I love my students—a lot!” the teacher says, with all honesty. “I look forward to spending time with them each day.”

To learn more about math classes at Providence Hall, please visit the Mathematics Curriculum page of the school website.

The opportunities to pursue adventure-based learning through Providence Hall are numerous.

Providence Hall’s Outdoor Leadership Institute provides experiential leadership training on three different summer trips. Registration for these trips is now open.   

• Ansel Adams Wilderness (June 10-14):  This trip goes to the Mammoth Lakes area, spending two nights in base camp while setting the stage for a unique learning experience. The intended route will begin from Agnew Meadow, traversing through the Ansel Adams Wilderness and visiting alpine lakes over the course of three days on a circuit that ends in Devil’s Postpile.
• Evolution Basin Loop (July 23-August 1):  This trip is the quintessential High Sierra hike. In between two Sierra Crest crossings, it visits beautiful and famous Evolution Basin. Students will spend eight days learning and living in a remote wilderness setting, completing a 52-mile traverse from South Lake to North Lake.
• Mammoth Crest Loop (August 5-9):  Students can expect spectacular scenery while traveling on the Pacific Crest Trail and visiting alpine meadows and lakes. The loop is approximately 18 miles and involves the least elevation change of the OLI trips, making it a great introduction for first timers or a conservative option for less ambitious but experienced backpackers.

Beyond the Classroom is a Providence Hall program that takes students on weekend adventures from the desert to the ocean and from mountain tops to canyon bottoms. Trying new things is a hallmark of the Providence Hall experience. When students hike further than they thought possible, or spend a night under the stars for the first time, they come to realize just how capable they are and they develop the confidence to persevere in challenging situations. Experiencing the thrill of whitewater rafting or watching the sun set over the Pacific Ocean brings students to a greater appreciation for God’s glorious creation. Every student is encouraged to go on at least one weekend trip during the school year. Trips go to California locations including:

• Joshua Tree National Park
• Big Sur
• Morro Bay
• Malibu

Class trips bring all the students in a class together for an adventure outside the classroom.

• Seniors will spend one last glorious weekend together before graduation rafting on the Kern River
• Middle School students enjoy class trips to Pinnacles National Monument and the Monterey Bay area

Fitness Pursuits on campus are part of the school curriculum. Unlike the traditional sports model used by many schools, Providence Hall’s program emphasizes lifetime activities, group initiatives, familiarity with fitness equipment and activity locations, and service to the community.

Click here to view the embedded video.

Elective-style classes for high school students meet after school dismisses in the afternoon. The many options include:

• Surfing
• Hiking
• Rock climbing
• Studio fitness
• Tennis
• Soccer

A comprehensive PE program for middle school students meets during the school day. Class units cover diverse activities, including:

• Surf trips to the beach
• Hiking
• Orienteering scavenger hunts
• Dance
• Ultimate Frisbee
• Street hockey
• Dodge ball
• Soccer
• Badminton

 Outdoor education at Providence Hall is directed by Andy Gill, an experienced educator and outdoor adventurer, who says, “I love using the outdoors as a tool for helping students gain confidence, perspective, and a sense of community.”

Providence Hall was given the eighth seed in the State Tournament, opening up on Wednesday, March 6,  at home (Westmont College,  7 p.m.) against AGBU of Canoga Park. The winner of Wednesday’s Division 5 game will advance to face the No. 1 seed, San Diego’s Horizon Christian (23-7).

In Saturday’s Division 6 game, Rio Hondo Prep led by one point at halftime but entered the fourth quarter trailing 39-33. The Kares began the final period on a 7-0 run that gave them the lead only to have the Lions collect themselves and push back into the lead.

It remained tight for the last five minutes, and was a one-possession game throughout the final three minutes.

Down 47-46 with 30 seconds remaining, Rio Hondo could not score again.

Providence Hall point guard Lacey Gonzalez, who finished with six assists and four steals, knocked down two free throws with 12 seconds on the clock to complete the final score.

Providence Hall wins after losing in last year’s final to Orangewood Academy. Providence Hall is in just its third year playing in CIF.

The Lions had been averaging just over 63 points per game in three postseason games. They never lost this season when scoring 45 or more points.

Lions leading scorer Sydney Hedges was held to 13 points while dealing with constant double teams and some triple-teams from the Kares’ defense.

“This put the burden for success on the other players to respond and they did,” said head coach Ernie Quiroz.

Olivia Barroca led all scorers with 16 points, including four key 3-pointers. The Santa Barbara Athletic Roundtable named her Athlete of the Week for her performance. Elizabeth Beebe’s nine points and 13 rebounds made a strong impact.

Adapted from Presidio Sports

This has been an exciting week for Faith Emerson (’12) as her team won the Northwest Conference Championship! Whitworth University women’s basketball team earned its second trip to the NCAA Division III tournament, with a 76-61 win over Lewis & Clark College in the Northwest Conference tournament championship game on Saturday, February 23. The Bucs improved to 21-6 overall on the season and won their second NWC tournament title under head coach Helen Higgs. The team will open the NCAA Division III tournament in Atlanta, Georgia, this Friday, March 1 against Emory University.

“All our hard work this season definitely paid off. It feels so great to be able to say we are the champs!” said Faith, about winning Saturday’s game. “I’m really looking forward to representing Whitworth in Georgia this weekend and also having a lot of fun there with my team.”

Congratulations, Faith! We are proud of this achievement and all the hard work that led to it!

Mrs. Margaret Chapman, who teaches the Foundations courses, has stellar credentials. She holds a bachelor’s degree in philosophy from Columbia University and a master’s degree in theology and Biblical studies from the University of Cambridge.

Engaging the Exodus

In our Foundations of the Christian Faith program, we do many of the things one would expect:

• We read the Bible and classic Christian texts.
• We learn the geography and historical human context of the stories.
• We learn to detect themes and patterns and to read for meaning and application.
• We look at prayers and the people who prayed them because, by looking over the shoulders of saints who have gone before us we can learn how to talk honestly to God about life in its full-orbed splendor and in its deep challenges. Meanwhile, we learn how to talk honestly to our own souls about the glorious, triune, holy, happy God who chooses freely out of the pleasure of his will to save rather than abandon the creation who has rebelled against him.

Did you know?

But did you know we don’t always stay in the classroom? In order to help the students engage with the stories, we make movies, stage debates, play games, and navigate through simulations. Recently, juniors and seniors joined 7^th and 8^th graders to go through a five-step challenge course designed to provide a taste of Israel’s experience of the Exodus. The students were split into groups and in each group a senior was assigned the role of Moses and a junior was Aaron for the exercise. Several of the teachers and administrators had the pleasure of “playing God” for a portion of the adventure.

Trusting God in the desert

And it was an adventure. To begin, the students all piled into Egypt, or Mr. Alker’s room, where they were addressed by Moses, who declared that Mr. O’Neil had heard of their captivity and had commanded Pharaoh (Mr. Alker) to let his students go and learn though having an adventure all around campus. In order to convince Pharaoh to let the students go, our Moses produced a miracle. Passing out blank maps of Egypt and the Sinai Peninsula, he assured Mr. Alker that the students would be able to turn the blank sheets into maps with clearly labeled cities, rivers, and deserts.

From Egypt, the students crossed the grassy commons and the parking lot on carpet squares, learning along the way to remember to ask for what they needed. Having entered the desert of Shur, the students came to Marah, where they found tables laden with cups of bitter water, cream, sugar, and marshmallows. Would they remember that they could ask Moses to ask God to sweeten their bitter water or would they stoically chug back the nasty brown sludge?

Following instructions in Jericho

Moving on to the gym, which doubled as Jericho, the students were given detailed singing and dancing instructions on how to make the walls (tumbling mats) fall down. Although they were all told “it’s not by might and not by power, but by God’s Spirit that things are accomplished,” nevertheless several groups tried to force the wall down by attacking and pushing it. Their efforts were unsuccessful, as the valiant Mr. Alker and Mr. Gill were on the other side holding it up. But when the students trusted and obeyed and danced around the walls as instructed, they found the mats came tumbling down.

What did we learn?

In debriefing, it was wonderful to hear students “getting it.” One spoke about realizing that she had always read the Bible and thought “how silly these Israelites are for not trusting God and asking Him to help them.” But during the adventure she saw how easy it was to forget to ask for help.

I have seen many things the students experienced in the simulation carry over into the classroom. Today, as we were talking about the necessity of remembering God’s faithfulness in order to believe and obey, it was fun to reference the shared experience and see the “oh, I get it” looks on students’ faces.

The best part of all was watching the juniors and seniors try to be a good Aaron and a good Moses and then talking with them about the challenges and joys of leading others as they themselves follow God. And that is the heart of our Foundations of the Christian Faith program:  teachers walking with students and students walking with younger students as we all together learn to trust, delight in, and glorify our great God.  —Margaret Chapman

To learn more, please visit the Bible curriculum page of our website.

The schools are recognized for their impact on the students and the community, according to Darrin Parrent, president of the Hall of Fame. Criteria include overall academic excellence, teacher proficiency at drawing the best from each student, and a positive impact on the surrounding community.

“Providence Hall is honored to be named one of the finalists for this award,” said David O’Neil, Head of School. “It is our privilege to walk alongside the families we serve, to engage the minds and to shape the hearts of young people.”

The award winner will be announced June 22 at an Educators’ Hall of Fame induction event at California Lutheran University.

• Providence Hall offers nine visual arts courses.
• The two middle school courses cover a wide variety of introductory units in drawing, painting, printmaking, and sculpture.
• High school students work closely with the teacher in small classes. They may choose from seven classes; three with the potential for earning college credit.

1. Freehand Drawing
2. Oil Painting
3. Advanced Drawing and Painting
4. Photography
5. Advanced Placement Photography
6. Advanced Placement 2-D Design
7. Advanced Placement Drawing and Painting

• High school art teacher James Daly teaches his students to use methods spanning the best of early 19^thcentury academic art and Neoclassicism as well as  state-of-the-art photo editing techniques in Adobe Creative Suite for photography and yearbook classes.

• Mr. Daly may very well be the only high school art teacher in the area to teach the classical atelier approach to drawing and painting from plaster casts, with their illuminated play of light and shadow.

• Other unusual methods Mr. Daly teaches include painting and drawing from Charles Bargue plates and working with grisailles and indirect painting techniques.

Broad and Deep Fundamentals

The breadth and depth of visual art instruction at Providence Hall is unusual for a school of our size. Understanding and appreciating artistic expression is a foundational part of the school’s vision for pursuing truth, beauty, and excellence. Art history is integrated into the humanities curriculum, along with literature, geography, and Western civilization. Providing students opportunities to express their creativity helps them to appreciate the beauty in God’s creation and gives them more tools to make an impact on our society and culture.

“My desire is to help students build strong foundational skills in a variety of media,” said Mr. Daly. “With solid fundamentals, they have the tools to express their minds and hearts on paper, canvas, and film. Watching students develop a visual language and create artwork they are proud of is what makes me most excited to be a teacher.”

To learn more, please visit the Fine Arts page of our website.

Kellie St. Oegger works on the placement of light and shadow in her painting with the aid of an illuminated plaster cast.

 There was once a freshman boy who loved basketball. He played in leagues, camps, and club teams growing up. As a freshman, he was one of 15 players on a very large school’s frosh-soph squad. He rarely played, in practice or games. The varsity coach indicated he wouldn’t make the JV team, and it looked like his dream was about to die.

The boy then heard of Providence Hall. He went through the admission process and enrolled. He played on the summer league team and trained with the varsity team in the fall. The boy wasn’t in the best of shape because had been sitting at the end of the bench for his previous school’s team. It took months, but he eventually found his groove. He has started ever since and has seen a remarkable improvement in his game. In fact, he was nominated for the All-City team, an immense honor, and has led the Lions to the CIF playoffs for the first time. The boy just needed a chance, and he got that chance at Providence Hall.

Even more importantly, the boy is now prepared for college. He struggled at first academically at Providence Hall. But with persistence and the assistance of his teachers he continually raised his grades. He has now developed the skills and habits to succeed in college.

This true story, related by athletic director Keith Luberto, can be the story of any motivated boy or girl who comes to Providence Hall.

Did you know?

•  Providence Hall fields 18 sports teams
•  Eighty percent of PH students participate in one or more sports
•  Sports offered include:
  • Basketball for boys and girls
  • Cross country for boys and girls
  • Track and field for boys and girls
  • Volleyball for boys and girls.

•  Sports are offered at the middle school and high school levels
•  Providence Hall is a member of the elite Condor League
•  All varsity sports are played within the CIF (California Interscholastic Federation)
• Coaches are men and women of faith, who not only encourage excellence in athletic competition but also serve as mentors to their players. Most Providence Hall coaches have played on college athletic teams.
• Providence Hall Lions are fierce competitors!
  • Both the boys and the girls basketball teams competed in CIF 2012-2013 post-season playoffs. The girls have advanced to the championship game (to be played Saturday, March 2 in Santa Ana) for the second consecutive year.
  • In 2011, the girls basketball team were runner-up in the Division 6 Southern Section championship game

• Two Providence Hall students have been named All-CIF athletes
• Two Providence Hall students have been named All-County athletes
• Four Providence Hall students have been named Santa Barbara Athletic Roundtable “Athletes of the Week”
• Three recent Providence Hall alumni play or have played on college athletic teams
• One Providence Hall coach has been named Santa Barbara Athletic Roundtable “Coach of the Year”
• Keith Luberto, Athletic Director, holds a masters degree in sports administration and has 15 years of experience coaching and serving as athletic director in independent Christian schools.

 To learn more, please visit the Athletics page of our website.

We have much to celebrate!  Both our boys and girls basketball teams are in the CIF playoffs! 

Last night, our boys team upset the No. 6 seed in its Division 6 playoff bracket, topping L.A. Adventist 51-41. The Lions had to win three of their final four regular season games just to get an at-large bid into the playoffs. They rose to the occasion and did it!

Last week Thursday, in the final Condor League game, the No. 3 Lady Lions (15-5, 5-1) defeated the No. 8 Thacher Toads (15-3, 5-1) in an exciting overtime win by a score of 51-48 to bring home the first league title in school history. 

I want to pass along my sincere thanks and gratitude to our many parents, students, and teachers who came out in numbers to support our teams. Our student athletes showed great determination and grit, overcoming many injuries and serious challenges this season to bring home the title. Congratulations to the players, coaches Boucher and Quiroz, and our entire Lion community.

On the brink of this weekend’s games (boys Friday at Carpinteria HS and girls Saturday at Cate School), we pause to celebrate a historic moment in our school’s history, but also to celebrate the good work each of you do.  Each day, you are first challenged in the classroom, and then you head off to athletic practices, drama rehearsals, fitness pursuits, or to one of the many other commitments you have outside our school walls.  But your day does not end there.  You then return home to spend some quality time with your family before tackling your economics or British Literature homework. Please know that I recognize your commitment and I admire it.

Thank you for your hard work and your essential role in the Providence Hall community.  I am convinced that this thrilling season of life will ultimately produce goodness as you practice, train, and hone your skills, not solely for the efforts of getting into your first-choice college, but so that God might use your gifts and talents for good in our world.  

I know this semester will present challenges, but I am confident that it will also produce in you the character to overcome those challenges.  As you tackle each formidable situation with excitement and focus, you are building character and creating memories that will last a lifetime.

Please know that your faculty and administration are with you every step of the way.  I pray for God’s peace and rest for you as you approach each day and I hope you feel a sense of achievement as you reflect on your continued good work. 

Go, Lions!

Mr. O’Neil

• The average cost families across the country pay for private college consulting is just above $3,000. Hourly fees range from $100 in small communities to over $300 in New York suburbs.
• It’s not unusual for school-based college counselors to have 500 students to counsel, and in many cases, most of their time is spent advising students on courses they need to complete while they’re still in high school, not looking ahead to their university years.
• College counseling at Providence Hall spans four years of high school, includes students and their parents, and is conducted by a college counselor who holds both a master’s degree in counseling and guidance as well as a college counseling credential.
• Comprehensive college counseling at Providence Hall is personal, individual, and provided at no additional cost.

Jen Loomer, Providence Hall’s college counselor, views her position as “providing the tools and guiding the process to prepare students for a best-fit college.” By not having to pay an outside college consultant, Providence Hall families can reserve their funds for college expenses. In a well-developed, four-year curriculum, which Loomer wrote herself and published as an iBook, she guides students through a multi-phase process.

College visits – Providence Hall students visit college campuses early and often, beginning with freshman and sophomore class trips to colleges and universities in California; a junior class overnight trip covering at least three in-state colleges, and an optional, school-planned and led national trip. Recent trips have included the Seattle area and the Illinois/Michigan/Indiana heartland.

Individual attention – This is a significant difference between Providence Hall and a larger school. Loomer can advocate for a student without having to look up his or her transcript. She knows each one that well.  “What really excites me,” Loomer says, “is providing the resources and counsel each step of the way to help a student make what is often his or her first adult decision. I don’t do everything for them, as that would be doing them a disservice. But I do want to equip them to do their best in choosing a college with a good fit.”

Exploring, dreaming, preparing – The junior year is devoted to learning how to research colleges, how to build the college list, writing a resume/brag sheet, identifying teachers to ask for letters of recommendation, and learning how to stay organized. Providence Hall contracts with a test prep service, Revolution Prep, to help students get ready for the all-important SAT and ACT tests.

Writing the dreaded college essay – Right after school gets out in June, two days are dedicated to a workshop on writing the college essay. The student begins the summer before the senior year with one essay already written (and edited by the college counselor), providing confidence for the student and relief for anxious parents.

Interviews – Students are prepared for the important, often required interview process through mock interviews and tips on interview do’s and don’ts.

Family meetings – Parents are brought in early and are assisted throughout the college search, application, and decision process, including being walked through the final piece of the puzzle, applying for financial aid.

Results – Students, especially in their first year away at college, will at one time or another question whether they chose the right school. Due to the comprehensive college counseling process they go through with Mrs. Loomer, Providence Hall graduates consistently report they are very happy with their college choice and feel extraordinarily well prepared for their college studies.

To learn more, please visit the College Counseling page of our website.

Middle school students enjoyed a hike to Inspiration Point on Wednesday. The group decided to take the most adventurous option to the summit, scrambling over boulders and rock hopping up the dry creek bed. Students learned about water drainage principles, trail etiquette, and riparian biomes during the four-mile round trip.

In The Good Doctor, Neil Simon elegantly weaves eight Anton Chekhov stories into a laugh-out-loud experience complete with tricky con artists, ridiculous slapstick, and heartwarming musical numbers. In the late 1800s, Chekhov wrote humorous newspaper articles to pay his way through medical school. Simon dramatizes these stories into hilarious theater, incorporating a wide variety of characters–a governess, a blustering general, a dentist, a wild woman with a nervous disorder, a man who earns money by pretending to drown, and an actress. The stories, adapted for the stage, are filled with dry humor, surprise endings, and clever common people in confrontations with “superiors,” culminating in absurdities. The character of “The Writer,” obviously Chekhov, acts as narrator and serves to connect the scenes. Miller James, a seasoned actor as well as the play’s director, performs the part of the narrator.

Fourteen Providence Hall students, spanning grades 7 through 12, play a variety of roles. Cast members include Mariano Avila, Molly Becker, Justin Blum, John Butler, Claire Colombo, Emi Cooper, Tenley Force, Ryan Halsey, Katie Hodson, Nathaniel Hodson, Madeleine Meyer, Jacob Park, Jacob Pelto, Cooper Sheard, and Junia Work.

According to Rebecca Hodson, Providence Hall’s director of performing arts, this play was selected because “Chekhov is an important playwright and we want our students to be familiar with his person and work. The Good Doctor is well-written by Neil Simon and with the large variety of roles it gives students optimal individualized training in drama.”

Showtimes:
Friday, March 1  at 6:30 pm 
Saturday, March 2 at 6:30 pm

Location:
First Presbyterian Church of Santa Barbara
21 E. Constance Ave.
Santa Barbara, CA 93105 

Tickets:
Tickets for dinner and the show are $20/adult and $12/student under age 18. Seating is limited. To purchase tickets, To purchase tickets, click on the performance date:
Friday, March 1 
Saturday, March 2

For more information, call Providence Hall at 805-962-4400.

David Dobreski,Class of 2013

David Dobreski is the recipient of an Art Scholarship Award presented by the Scholarship Foundation of Santa Barbara. He is one of 18 award winners. David’s award was given in recognition of his photography portfolio.

This Providence Hall senior has applied his passion for photography to helping non-profit organizations in Santa Barbara. His business venture, Photographers for Non-Profits, provides free photographic services for local non-profit organizations.

Somewhat of an introvert by nature, David initially was drawn to photographing landscapes. It took some courage to include people in his photos and to interact with his subjects while he took their picture.

David launched his service after checking with local non-profits to see what he could do to help them. He was looking for volunteer work beyond the hours needed to satisfy the community service requirement at Providence Hall.

“I discovered that these organizations really needed some good photographs on their websites to show the wonderful work they do in the community,” David said. Inspiration struck, and the idea for PFNP was born. Dobreski launched the business in the summer of 2012 and already has a cadre of three photographers, in addition to himself, who volunteer to shoot the non-profit events.

After creating a website and mission statement, David’s next step was calling numerous executive directors of local charities to explain his mission, stated on his website, www.pfnp.org:  “We exist to provide photographic assistance to non-profit organizations who do not have the financial leeway to hire photographers. Our goal is to furnish you with high quality work, at no cost whatsoever. Whether an organization is in need of images for their website, or images that can be printed and hung in the lobby of their building, we are happy to help. As a thriving network of photographers, our goal is to serve at your convenience, causing the least possible amount of disturbance, yet leaving footprints of excellence.”

Many charitable organizations have taken David up on his offer of free photographic services. The first to respond was the American Cancer Society, which had him cover its Relay for Life event. Since then, he has worked with All for Animals, La Casa de Maria Retreat and Conference Center, Hillside House, El Montecito Early School, Carpinteria Morning Rotary, Friendship Center, Tapestry, Westmont College, Goleta Valley Beautiful, Start-up Weekend Santa Barbara, Diane Basehart Foundation, Teaching Beyond Textbooks, and the Santa Barbara Contemporary Arts Forum. He also takes picture for Providence Hall, covering sports and other activities for the student yearbook.

David credits Mr. James Daly, Providence Hall visual arts teacher, with teaching him “the technical expertise to make the picture or idea I imagined in my mind jump to the image in the camera.” Mr. Daly also encouraged David to transition from landscape or still images to photographing people. After completing the introductory photography course at Providence Hall, David did a photo concentration in AP Studio Art, earning the College Board’s highest score on his portfolio.

“In the AP course, Mr. Daly had us focus on one idea or concept for the entire semester,” David related. “I focused on people’s passions.” That focus took David into a welder’s workshop, to the skateboarding park, and into a guitarist’s studio, among many locales.

 David hopes to attend college on the East Coast or in San Francisco. He plans to continue his work with PFNP while in college, where he will pursues an undergraduate degree in business followed by a master’s degree in photography.

Volunteers from UCSB plant trees at Vieja Valley School under the auspices of Goleta Valley Beautiful. Photo by David Dobreski.

If you like what you see, come visit us! We can show you a hundred more reasons why Providence Hall is the place to learn, grow, make friends, and develop spiritually during the middle school and high school years.

With a Providence Hall education, students are poised to choose among thousands of options for college and life beyond.

Come see for yourself. Shadow Days offered most Mondays by appointment. Call Joyce Luy, Director of Admission, today at (805) 962-4400.

Ranked #3 by the Association of Surfing Professionals in North America and #7 on the ASP Women’s World Ranking, Lakey Peterson is one of the world’s leading female surfers, known for her progressive aerial maneuvers, athletic force, and meteoric rise through the ranks at a young age.

Mr. Andy Gill, director of the outdoor education department at Providence Hall, expects that Lakey’s presentation will be “inspiring for students who surf and appreciate how difficult the sport is,” as well as for non-surfers “who can see how Lakey’s passion and faith drive and motivate her to discipline herself and invest in continually excelling.”

Dubbed “Lakey Surf Legend” at age five, it was no surprise that by age 11 Lakey was surfing competitively. At age 14 she won the NSSA Open Women’s Title by performing the first-ever female aerial maneuver in competition. She went on to defend her title in 2010 and was named the 2010-11 ASP North American Regional Champion for the women’s and junior women’s division. At 16, Lakey had the opportunity to compete as a wildcard entry in the 2011 U.S. Open Of Surfing, a Women’s World Tour event where she placed runner-up in the biggest surf event in the world. Lakey completed the 2011 season by winning every event in the North American Junior Pro series. Now in her rookie year as part of the official ASP Women’s World Tour, she has yet again proved herself a force to be reckoned with, winning the 2012 U.S. Open of Surfing in August.

Lakey’s interests go beyond surfing. She is an all-around athlete and deeply committed philanthropist connected to several non-profits. She was featured in the Nike 6.0 women’s surf film, Leave A Message. A feature-length film, Zero to 100, chronicling her professional and personal journey, makes its world premiere in early 2013.

The Providence Hall community meets for chapel from 8:20 am –8:55 am in the gym at the Boys and Girls Club, 630 East Canon Perdido. All who are interested are welcome to attend.

Providence Hall, founded in 2007, provides college preparatory education integrating the Christian faith for grades 7-12. The school’s fitness pursuits and outdoor education programs provide a variety of options for students to try new activities, including surfing, rock climbing, and many more, as they learn to embrace a fitness lifestyle.

Economists describe how the world works, and one aspect of our world that we examine is the nature of “profit.” Typically, teachers introduce profit graphs early in the course, reasoning that graphs, like pictures, are worth a thousand words.

Problem is, the graphs are complex, and I’ve found out that they often mystify students. It’s clear to me (after all, I’ve explained graphs dozens of times!) and it becomes reasonably clear to many students after I explain it in class, especially this fall when I used my iPad to project those colored curvy lines onto the whiteboard. But sometimes the mumbo jumbo of “marginal cost intersecting at the low point of average total costs for a price searcher” leaves students with spinning heads and churning stomachs no matter how clear I think I am.

This year, seniors at Providence Hall had another option to help clarify this fog. After listening to me explain profit graphs during class, students logged into their Educreations account on their home computer, and saw a different presentation that I created—and if they weren’t quite clear how to visualize a bankrupt price searcher’s price being less than the average variable cost, they could watch and listen to my explanation—and rewind me as many times as they wished—until they mastered the concept. And, like Santa, I checked in to see who was watching my review (my class of 15 viewed the profit presentation a total of 36 times by the time they took the exam in December).

At the end of the profit unit, the tests came in. Last year, the average score was 77. I was happy to see the average score this year rise 9 points to an 86. I think the students were pretty pleased as well.

I can’t wait to create my flipped classroom graphing the inframarginal positive externalities of education —and though my presentation won’t win any Academy Awards (my cat has been known to meow in the background), it should continue to help Providence Hall students make connections to important ideas in our complex world.