Phalen Leadership Academies at Greater Heights

Dear Parents,

  • 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. 


    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 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.


    CLICK HERE to visit the Ok2Say website and download school resources!

    Ok2Say School Implementation Guide



    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.

    Use of Funds Summary



    • Wellness Policy
    • Wellness Policy Assessments
    • Wellness Committee Meeting Notices & Agendas

    Stakeholder Statement

    All stakeholders are able to participate in the development, review, update, and implementation of the Local School Wellness Policy. Please contact Mr. Zilz at (810) 768-3860 or email at the school office at for more details.


    Breakfast and Lunch Menus

    Outreach for Summer Meals

    USDA Meal Finder Link - Summer Food Service Program | Food and Nutrition Service (

    Accomodating Special Dietary Needs

    Accommodating Special Dietary Needs in School Nutrition Programs Flowchart 

    Non-Discrimination Statement

    In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.

    Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

    To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at:, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:

    U.S. Department of Agriculture
    Office of the Assistant Secretary for Civil Rights
    1400 Independence Avenue, SW
    Washington, D.C. 20250-9410; or
    (833) 256-1665 or (202) 690-7442; or

    This institution is an equal opportunity provider.


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