-
Welcome to Greater Heights Academy, grades K-6! We represent a partnership of scholars, families, faculty, and administration.
These partners are united in their commitment to the common objectives outlined in our mission statement and standards. As role models and instructors, our teachers are valued by scholars and parents for their caring attitudes. Intelligence, creative teaching ability, loyalty, and responsibility are characteristics of the faculty.
Parents expect and appreciate direct and regular communication from faculty regarding their children. Reciprocally, Greater Heights parents should be responsive to teacher suggestions for helping scholars.
BELIEFS & VALUES
Scholars are our first priority. We believe that the traditional fundamentals of education must be enhanced to form a solid foundation for the future of the student. The high expectations and standards of Greater Heights are set above those of the accepted norms; we encourage scholars to excel. In addition, teaching character development enables a child to grow into a responsible, respectful member of society.
Greater Heights Academy promotes a caring environment. Structure and consistency are the fundamental elements of effective discipline. We understand and recognize that a parent is a scholar’s first and primary educator and diligently pursue a strong and beneficial home/school partnership.
PBIS
PBIS stands for Positive Behavior Intervention Support. It gives a structure to our code of conduct and clearly defines the expectations for staff, scholars, and families of Greater Heights Academy.
OK2SAY
CLICK HERE to visit the Ok2Say website and download school resources!
Ok2Say School Implementation Guide
GREATER HEIGHTS ACADEMY - ESSER III USE OF FUNDS
After surveying the stakeholders, having board meetings and asking meaningful questions, We were guided to use ESSER III funds for the following purposes:
- Free Summer School
- Learning Loss of students during the pandemic
- Preventative measures to keep our schools safe from spreading the pandemic
- Continued Interventions in ELA and Math
- Keep class sizes small with qualified teachers
We will use ESSER III funding to strategically address pandemic-related learning loss in our scholars, especially those disparately impacted by COVID-19. This will include providing Tier II, small-group tutoring to our scholars; providing data-driven extended learning time programming in the summer; providing additional social-emotional programming to support scholars in making a successful transition to in-person instruction; providing our educators with staff development and retention opportunities, and more.
Our emphasis on utilizing small-group, differentiated instruction for every scholar in the classroom allows us to identify at-risk scholars most significantly impacted by the pandemic, and target data-driven interventions to support their academic success. Our teachers will implement regular, rigorous, standards-aligned formative and benchmark assessments to monitor student progress and to identify students who may be at risk of academic failure due to pandemic-related learning loss. We will use state assessments; interim assessments tied to state standards; adaptive learning quizzes that target specific standards; and qualitative data to identify scholar needs in real-time. Consistent evaluation of student performance and progress will allow us to ensure high quality instruction that is personalized to each scholar’s unique needs. The data we gather from frequent year-round assessments will empower our educators to implement evidence-based interventions in real-time to address any learning gaps for each scholar throughout the school year. More specifically, we will implement the following datadriven instructional strategies to support scholars who are underserved or disparately impacted by COVID-related learning loss: maximized learning time on-task and on core subjects; differentiated, small-group instruction; data-driven instruction; targeted, evidence-based interventions to meet the learning needs of scholars with deficits (Catch Up) and those that need challenged beyond on-grade level (Move Up) including additional, Tier II, small-group tutoring; research-based and standards aligned curricula; and instructional tasks with higher order, complex thinking.
