1. In collaboration with Chicago Public Schools, Convergence
Academies has implemented a whole school reform
model in two high need, traditionally low performing schools
to support 21st Century learning through digital media and
technologyintegrationincurriculum,instruction,andschool
culture at large.
The Schools
The Convergence Academies initiative is working in two high
need neighborhood Chicago Public Schools
Morrill Math
and Science
School
PreK - 8th
grade
800+
students a
year
55% Hispanic
44% African
American
75% Low
Income
Tilden Career
Community
Academy
9th -12th
grade
~350
students a
year
21% Hispanic
67% African
American
98% Low
Income
Over two academic years, Convergence Academies has
served:
• 86 teachers
• 1,773 students
Overview
Cohort: 2012
Demonstration Grant
3 Year Implementation
(2013-2015)
Evaluator: Rockman et al
Project Directors:
David Flatley
Mindy Faber
Don LaBonte
Additional Research
Partners:
Dr. Nathan Phillips and
Dr Becca Woodard,
University of Illinois at
Chicago
Quote
Impact
“It makes me want to come to
school more just so I can
create the things I want to
create. I want to go to college
and I want to either study
producing or engineering.”
10th grade Tilden student
“I find myself thinking
about incorporating digital
media into lessons more
often, even when they are
not part of a Convergence
unit, so I definitely plan to
continue doing so in the
future. These components
improve my lessons and
are helpful to the
students.”
Morrill Elementary Teacher
Key Components
Inputs
Key Elements of
Components
Activities
Outcomes
Short-term Intermediate Final
Convergence Academies
Instructional Framework
in Digital Media
Professional Learning
Supports
Connected Learning
Supports
Convergence Unit Plan Template and Rubric
Teacher-Student Documentation Plan
Integrated Prof. Learning Cycle, incl. CA Framework
Examples of Convergence Units and “Six Pillars”
Teacher Summer Workshop
Teacher PD Sessions
Coaching of teachers by Digital Media Mentors
Ongoing meetings and communication w/ principals
and other school leaders
Digital Atelier design process
Digital Atelier space available
Parent/community blog
Meetings with community partners
Teachers increase ability
to design student-
centered curricular unit
plans and instructional
practices
Teachers increase skills
to integrate digital
media texts and tools
into curricular units and
instruction
Teachers increase
knowledge of student-
centered pedagogical
approaches.
Students increase
engagement in their own
learning
Students increase
knowledge and skills in
media/text analysis and
creation.
Students increase
achievement in reading and
math
Students increase readiness
for college and careers
Students graduate from
high school and enroll in
college
School culture supports
community of learners
Convergence Academies Logic Model
Convergence
AcademiesConnect - Consume - Create
Major Supporters
Partners
Collaborators
Burberry Foundation
FLOR
JPMorgan Chase Foundation
Lego Education
Little Bits
Turnstone/Steelcase
Toms
Chicago Youth Voices Network
Common Sense Media
FUSE Studio
News Literacy Project
Plug-In Studio
University of Illinois at Chicago, College of Education
Fund for Connected Learning at The Chicago Community Trust
STUDENT ACADEMIC PERFORMANCE IMPROVED
It makes me want to come to school
more just so I can create the things
I want to create. I want to go to
college and I want to either study
producing or engineering. I want to
stay in school for a very long time.
I like it.
-10th grade Tilden student
LEARN MORE AT CONVERGENCEACADEMIES.ORG
Follow us @ConvergeAcad
BOTH SCHOOLS HAVE MOVED OFF PROBATION STATUS
Tilden
Morrill
Level 3 Level 2 Level 2+ Level 1 Level 1+
2013
2013 2015
2015
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This initiative has been supported by a three-year development grant from the U.S. Department of Education Investing in Innovation (i3) Fund.
Facts presented are drawn from a 2014 Rockman et al Year 1 Report and CPS School Performance Ratings.
Teachers designed and implemented 110
Common Core aligned unit plans
Attendance rate at both schools increased
9th Grade on-track rate increased at Tilden High School
The Tilden graduation rate increased
Morrill NWEA Scores improved
• Reading score average before Convergence: 200.2,
after Convergence: 209.8
• Math score average before Convergence: 208.0,after
Convergence: 219.8
Tilden High School 9th & 10th grade EPAS Reading and
Math scores improved
• EXPLORE (9th grade) average scores:
◦ Reading scores after 1 year of Convergence were
11.60, compared to 11.25 multi-year basis (avg.)
◦ Math scores after 1 year of Convergence were
12.06, compared to 11.82 multi-year basis (avg.)
• PLAN (10th grade) average scores:
◦ Reading scores after 1 year of Convergence were
13.18, compared to 12.97 multi-year basis (avg.)
◦ Math scores after 1 year of Convergence were
13.65 compared to 13.08 multi-year basis (avg.)
Morrill: 94.45% 95.60%
Tilden: 74.31% 81.60%
53.6% 82.0%
37.22% 53.60%
(multi-year avg.)
(multi-year avg.)
(multi-year avg.)
(multi-year avg.)
“A production-centered space called the Digital
Atelier was designed at each school to vastly
expand technology resources.”
convergenceacademies.org