Villa Montessori Charter School

We will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of school clubs. Each day students are given the option and opportunity to engage in after school clubs that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. The clubs that will be offered but not limited to is Social Skills after school club for 1 day a week 1 hour each day. This club will allow students to work through their social skills issues after months of isolation. Students are selected through a referral basis and then opened to the rest of the population.
1 Interventionist to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day to ensure that such interventions respond to students' social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups. The average student to teacher ratio is 1:5 in Grades K-2 and 1:7 in Grades 3-5. Villa will focus on students who receive and require specialized services and supports to achieve and surpass grade level goals and expectations set by the learning intentions of Arizona's College and Career Readiness Standards (AZCCRS). This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in literacy and mathematics and require strategic interventions. Progress will be monitored through evaluations with the paraprofessional and the student. The interventionist will focus on the bottom 25% of students who struggle to demonstrate grade level proficiency in literacy. Our charter will implement Leveled Literacy Interventions and utilize evidence-based practices. Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary. We will be funding the salary of one full time interventionist.