New Frontiers School Board EBP Journey
In 2016, Québec’s nine English school boards generously shared their stories with the EBP project about how they implemented evidence-based practices in their schools. In doing so, they hoped that the experience and knowledge gained as well as the support they received could illuminate and inform others embarking on a similar journey.
Whereas important aspects of these stories have been captured on video , the story here provides a fuller picture of a complex work in progress and reflects how local conditions, constraints and challenges, such as the school board’s mission, the size of its territory and demographic make-up, factor into making this school board’s implementation journey unique.
Implementing Common Formative Assessments: A Smart Goal for Student Success
Common formative assessments (CFAs) are already well on their way to becoming part of the New Frontiers School Board (NFSB) learning culture that aims to support and sustain student success. This developing culture, a source of pride for the Board, is founded on evidence-based practices and their use to bring about change in instructional practices. As this initiative has grown, the Board has seen continual professional growth and progress towards instructional improvement, as well as greater student achievement and success. However, this successful initiative has not taken place within a vacuum. Therefore, before getting into the ‘nitty-gritty’ of the implementation of CFAs, it is important to understand the environment in which this key aspect of the learning culture is being successfully embedded. So, following a short overview of the school board, the lens will be adjusted to zoom out for a moment to look at the bigger picture before zooming back in to look at the scope of the work accomplished to-date, future directions, and what has been learned along the way.
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