About Us
Task Force News
As the faculty and staff of Providence High School, it is our ongoing commitment to respond to the signs of the times. We are called to respond to the needs of our students and community as they arise and to respond with compassion, dignity, justice, excellence, and integrity. We have instituted three taskforces. Although it is not a requirement to participate on a taskforce, we invite any faculty or staff member interested to join one of the three taskforces. Each taskforce has specific responsibilities and a call to action. Although we do not know all of the answers, these larger issues need to be addressed through a collaborative approach in conjunction with our students and in a way that is most fitting for Providence High School.
Equity & Social Justice
This task force invites community members to focus intentionally on topics of diversity, equity, inclusion, and belonging through a lessons of Catholic Social Teaching to build a more inclusive enviorment at Providence High School.
| 2021-2022 ESJ Task force | ||
|---|---|---|
| Danielle Arzaga | Jason Coito | Scott McLarty* |
| Marisa Bradfield * | Shanica Dale* | Allyssa Moscotte* |
| Dennis Bullock | Joshua Freeman * | Fatima Nicdao |
| Ryan Cadiz | Giavonna Futia | Mayra Pelaez |
| Karissa Caperina | Maribel Kuklish* | Teresa Piumetti |
| Tara Carter |
Julianne Kusmierczyk |
Ernest Siy |
| Margarita Castillo |
Kerry Martin |
Sheridan Vititoe |
| Allison Castro |
Anthony Martinez |
*denotes Task Force Leadership position
- Set goals/objectives for the school year
- Discuss diversity and inclusion trends, strategies, and approaches from a variety of perspectives. Participate in attending workshops, webinars, community events, or other opportunities to gain insight
- Involve student voice in discussions, in planning, and in our response
- Identify what our school community is doing well in the areas of diversity, equity, inclusion, and belonging. Identify the areas where we can do more to support these areas school-wide.
- Communicate input, in the form of ideas and goals, for our school’s master plan for the future. Make recommendations and work in collaboration with Administration.
Enviromental Sustainablity
We are inspired by our mission to serve the poor and vulnerable, with the earth being the most vulnerable of God’s creations. Our community has a responsibility to consider ways to minimize our impact on the environment. This is a call for Providence to discern the most effective ways of supporting environmentally sustainable practices.
| 2021-2022 enviromental sustainablity task force | ||
|---|---|---|
|
David Bird |
Allyssa Moscotte |
Sossy Tavidian |
| James Jimenez | Rebecca Poliner* | |
| Scott McLarty | Christen Schaefer |
*denotes Task Force Leadership position
- Set goals/objectives for the school year
- Participate in attending workshops, webinars, community events, or other opportunities to gain insight about how our school can best address our needs and goals regarding responsible stewardship and environmental sustainability
- Involve student voice in discussions, in planning, and in our response
- Communicate input, in the form of ideas and goals, for our school’s master plan for the future. Make recommendations and work in collaboration with Administration.
Wellness
In order to respond to the physical, mental, emotional, social, and spiritual needs of our students, we must seek to understand those needs at a deeper level.
| 2021-2022 MENTAL HEALTH & WELLNESS task force | ||
|---|---|---|
| Michelle Boucher | Michelle Laforce |
Sr. Joeline Santiago, SSS |
| Allison Castro* |
Cheyenne Luna |
Scott Turner |
| Shanica Dale |
Josue Pacheco |
Judy Umeck |
| Arjan Harjani | Rebecca Poliner |
*denotes Task Force Leadership position
- Set goals/objectives for the school year
- Discuss opportunities for school-wide student support, student education, parent education, and faculty/staff support
- Review data collected through the Making Caring Common (MCC) culture and climate survey
- Involve student voice in discussions, in planning, and in our response
- Review data from the Making Caring Common culture and climate assessment (fall and spring). Other perception data may need to be collected in a focus group format
- Make recommendations and work in collaboration with Administration and Counseling Department to determine a plan for addressing the personal needs of our students in the future
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