Success Preparatory Academy

Success Preparatory Academy

Students at the school learn about the importance of community by participating in service projects that support the community, and engage in blended learning models including center rotation and split group.

State: Louisiana Number of Students: 483
School Type: Charter School Free and Reduced Lunch: 98.0%
Grade Level: K-8 English Language Learners: N/A

School Context

Academic and Social Success: Success Preparatory Academy (SPA) takes a “no excuses” approach to student achievement.The organization believes that all members of the community share responsibility for the academic, social and culturalgrowth of students.

Love of Learning: SPA values curiosity and aims to foster an enthusiasm for learning amongst all students.

Building Character: The organization prioritizes character building, teaching students about respect, embracing challengesand working as a team.

Community Matters: Students at SPA learn about the importance of community and participating in service projects thatsupport the community.

UBUNTU: UBUNTU is a traditional African concept that can be translated into “I am who I am because of who we allare.” SPA staff and students practice the principles of ubuntu, which are respect, sharing, community, trust, helpfulness,unselfishness, tolerance and humanity.

State of Technology

Starts With Tech: In 2014 Success began thinking seriously aboutincorporating blended learning. Three members of the leadership teamsecured a local grant that allowed them to visit schools across the country,including Summit Public Schools and Rocketship Education, to learn aboutestablished blended learning models. At the same time, the school invested$80,000 in new desktop computers and Chromebooks. As of winter 2015,Success was close to a 1:1 device to student ratio for all students. Theschool estimates that they have more than 480 computers including over170 desktops and 310 laptops. Each kindergarten class has 6 desktopcomputers, 4 Chromebooks, and a handful of Android tablets. In addition,first grade through fourth grade classes have 6 desktop computers eachand 12-14 Chromebooks each, so that about half the class can work onlaptops at the same time.

Split Rotation: Two blended learning models are used in Successclassrooms: center rotation and split group. In 1-4th grade, students rotatethrough centers during the literacy block while the teacher pulls smallgroups. When students are at the computer center they either work onthe same content or individualized content, using Dreambox or iStation,depending on what the teacher has set up. In 5-8th grade students mostlyengage in blended learning during their math block. Teachers use a splitclassroom model where half the students are working on individuallearning plans using Dreambox on Chromebooks while the other half areengaged in a lesson with the teacher.

Adios!: In the 2015-2016 school year, Success will no longer be offeringSpanish language classes. Funds will be reallocated for a K-3 blendedlearning lab and a staff member to manage it. During ancillary computerclass, K-3 students will work on iStation instead of traditional computingcurriculum. While in the lab, teachers will pull out students for interventionas needed. Students in 4-8th grade will continue to have a traditionalancillary computer class.

Digital Diagnosis: In 2015, Success will begin using iStation as its measureof academic progress for RTI. Students who are eligible will take the readingdiagnostic in the beginning of the year for initial placement. Success willthen use iStation assessments to monitor progress in the middle of the yearand at the end of the year.

Tech Needs & Requirements

Success is only interested in web-based tools that are fullyfunctional on Chromebooks. Success is looking for a data management tool with widespread interoperability and an intuitive user interface. Theschool would like to have one system that can efficiently handle state reporting, grades, behavior tracking and report cardadministration.


Beyond Success: Success is focused on building relationships with selective local high schools in order to assist theirgraduating 8th grade students as they move on to the next phase of their academic careers. They are also exploring ways tokeep in touch with alumni once they’re enrolled in high school in order to maintain community and monitor their progress.

Social and Emotional Support: Success is invested in addressing social and emotional needs of their students. The schoolrecently hired a psychologist and joined a school-trama collaborative group in order to learn more about what other schoolsand networks are doing to address students non-academic needs.

*Content From 2015

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