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Overall learning goal

By the end of the session, participants will have:

  • drafted a portrait of their board’s needs regarding the implementation of Lumix in the categories of inquiry and data, technology, and project management

  • Refined their practices, gathered new ideas, asked questions and explored possible solutions around the uses of Lumix

  • Identified the needs of the wider community with regards to the implementation of Lumix

  • Created a portrait to identify, across the boards, which elements and uses of Lumix are common and which are unique to particular boards.

Instructional design


The organiser of the Lumix fairs, facilitated by the Evidence Based Practice (EBP) Project, welcomes all the participants to the third one day session.  The EBP facilitator introduces her co-facilitators from English Montreal School Board (EMBS) for the day.

The purpose of the day is shared.  It is to build capacity, within the english community, with regards to the development, implementation and use of Lumix tools and to share experience and expertise. In the longer term, the hope is to continue to have data fairs focusing more on the use of data in schools and less on the Lumix tool.

Connections are made to the previous session and the day’s agenda is shared.

Activity 1: Goals

Participants are asked to fill in post-it notes by answering ‘what are your expectations for this session and what would you like to learn?’ The answered are shared at each table.

Activity 2: Spectrum survey

Each participant is asked to make their mark on the Lumix implementation spectrum posted on the wall. They are asked to decide between the following five levels of implementation:

  • Just purchased
  • Received training - GRICS
  • Data cleaning/normalisation
  • Onto Lumix - board level
  • Lumix deployed to users

Board teams are asked to produce three questions regarding the use of Lumix in their board, specifically around data needs. These questions can either be to answer during the session or to take back to their boards to address in order to move forward with the implementation process. The teams sorted their questions into four categories, including:

  • Data inquiry
  • Technological
  • Project management
  • Other

The questions are placed on the walls in categories and teams do a gallery walk to identify common concerns. This is followed by a question and answer session.


EMSB deliver a presentation to offer other boards an example of how Lumix has been implemented, offer suggestions based on their experiences and answer questions.

Activity 3: Try it out

Participants are given an opportunity to try out some of EMSB’s Lumix tools to address their own data needs, relating to the goals set out.


The day concludes with a recap of the day’s activities and a positive note that Lumix is being used to capture strengths of schools and leading to better evidence based practices.

The facilitators are thanked for their contribution and participants for their attendance.


Participants are asked to complete feedback forms, including what they were expecting, what they experienced, and what they hope for next time.