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Riverside School Board Portfolio

7525 Ch. de Chambly Saint-Hubert, QC J3Y 0N7
(450) 672-4010
Riverside 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.



Building on Success with Data Teams

Success breeds success. Or does it? The experience of the Riverside School Board (RSB) would tell you that building on success is a long and demanding process that requires not only persistence but a firm belief that things are going to get better with time.  So, if you are already a successful school board why would embark on such a journey?  

This story illustrates how the RSB, working through the Educational Services Assistant Director, Lisa Rae, built on past successes and improved students’ results in Mathematics by implementing the data team process in both elementary and secondary schools.

Read the entire story



Riverside School Board Evidence-based Journey Timeline  2008 to Present                                                       

Each school board has its own story when it comes to the adoption of evidence-based practice. While the approach and structure may vary from one school board to another, the common element between all boards is that evidence-based practice is a long-term endeavour which offers viable results.  



  • 2018 ● Lead Data Team Seminar # 26

    Connecting Professional Development to Student Success: Are We Making a Difference? Building an Action Research Plan:The third and final seminar for this year focuses on building a concrete action plan and considering the details of their data collection in order to answer the question of impact of PD on teacher practices and student outcomes. 

  • 2018 ● Lead Data Team Seminar #25

    Gap & Goal: Action Research: This second seminar of the year is aimed at further developing members’ plans for their action research projects by exploring Thomas Guskey’s model of evaluation and considering the importance of and means to evaluating professional learning for teachers to ensure that it is having an impact on student learning and improving outcomes.

  • 2018 ● Lead Data Team Seminar #24

    Developing the Rational: Action Research: By making a connection between professional learning & student success in the first of this year’s seminars, participants further develop their rationale for carrying out action research on the impact of professional development.


  • 2017 ● Lead Data Team Seminar #23

    Bringing it all together: reviewing the year’s learning, planning action research projects to be led by each participant in their school boards, and creating Special Interest Groups (SIGs), while asking ‘will it work for me?’.


  • 2017 ● Lead Data Team Seminar #22

    How Much Does it cost? - in developing a deeper and more critical understanding of how to evaluate research, participants ask ‘how much does it cost?’ and ‘is it worthwhile?’



  • 2016-2017 ●

    Data and school success team initiative was introduced and supported through collaborative inquiry - To enable multidisciplinary school teams to gather, consider and analyse a variety of relevant data on student learning, demographics, school processes and perception. This was Four phases, including 27 sessions over the year.

  • 2016 ● Lead Data Team Seminar #21

    The focus is How Does it Work?

  • 2016 ● Lead Data Team Seminar #20

    This begins a series of seminars in a one year cycle examining research and research based strategies.  The focus, for the first session is, Does it Work?


  • 2016 ● Lead Data Team Seminar #19

    Setting the Scene: Participants begin to establish a knowledge base for accessing research and becoming familiar with the available research in education.

  • 2016 ● Lead Data Team Seminar #18

    Focused on Response to Intervention (RTI) frameworks-that of Dr. Mary Howard and that was presented by Solution Tree.

  • 2016 ● Three-Board Network for Principals & Administrators - Network 1

    Building the Foundation of the Network - By the end of the two day session, participants had received a clear understanding of the purpose, organisation and expectations of the network, carried out a self-assessment on the knowledge and skills pertaining to PLCs & collaborative inquiry and drafted a school portrait using demographics.

  • 2016-2018 ● Three-Board Network for Principals

    Creation of the Design Team of the Three-Board Network for Principals to establish Professional Learning Communities (PLC) in all Secondary schools. Participating boards are Eastern Townships, Riverside and New Frontiers.

  • Lisa Rae, Assistant Director of Educational Services (2016)

    "build with your theory first and move from theory to practice."

  • 2015-2016 ● Key benefits to date

    Key benefits of evidence-based practices include the implementation of a highly defined reporting mechanism structure as well as increased collaboration between teachers, board consultants and departments.

  • 2015-2016 ● Improvement indicators to date

    Indicators that evidence-based practices are working include a striking improvement in elementary and secondary 1 math scores as well as an enhanced quality of professional dialogue lending to optimization of practices.

  • 2015-2016 ● Ongoing support for elementary and secondary data teams

    EBPP-funded release time and training supports ongoing evidence-based practices in pilot project schools.

  • 2015 ● Lead Data Team Seminar #17

    Data Types: The overall goal for participants is to have brought all their learning (data types, research, coaching for data literacy) together and made links to their roles in supporting data teams in schools.

  • 2015 ● LDT Seminar: Special edition

    Learning For Us: Formative Assessment - This year’s final Seminar aims to familiarise participants with topics related to Formative Assessment.

  • 2015 ● Lead Data Team Seminar #15

    Visible Learning: A Catharsis: participants learn about key concepts in Visible Learning and consider its application in schools.


  • 2014-2015 ● Use of Student Work Artifacts Recording Tool (SWART)

    Secondary math data teams use SWART to analyze student work, tally evidence, make inferences, think of possible causes and select teaching implications that will remediate the student learning problems identified.

  • 2014-2015 ● Two elementary level data teams plus three secondary level math data teams in operation

    School-based data teams continue to compile and analyze results to identify and develop strategies to improve student success rate.

  • 2014 ● Lead Data Team Seminar #14

    Visible Learning & School Culture: Participants gain a deeper understanding of  what resistance to change in schools looks like and explore school culture in more depth, before moving towards finding solutions.

  • 2014 ● Lead Data Team Seminar #13

    Establishing and Monitoring PLCs: Know Thy Impact: Preparing members to establish a Professional Learning Community (PLC) in each of Quebec’s english schools as well as ‘learning for us’.


  • 2014 ● Lead Data Team Seminar #12

  • 2013-2014 ● 2014 Uniform Exam

    Secondary IV teachers meet to identify key areas of student challenges and to share best practices.

  • 2013-2014 ● Further data training for pilot project schools

    EBPP-funded release time and training supports ongoing evidence-based practices in pilot project schools.

  • 2013-2014 ● Addition of a new elementary school to pilot project

    Select math teachers from cycles 2 and 3 in collaboration with the RSB Math Consultant form data teams with a Math focus.

  • 2013 ● Lead Data Team Seminar #11

  • 2013 ● Lead Data Team Seminar #10

  • 2013 ● Lead Data Team Seminar #9

  • 2012-2013 ● Launch of two school-based data team pilot projects

    One multi-disciplinary data team is formed at a dual track elementary school (Immersion and English streams) in one cycle to study Math, ELA and FSL performance. Another data team comprised of three select math teachers and the RSB Math Consultant is established at a secondary school.

  • 2012-2013 ● Ongoing data team training for all educators and Principals

    Minimized, purposeful classroom extraction for professional development is funded and supported by the EBP Project. Educators and administrators receive ongoing training on the Data Wise and Kathryn Boudett models, in addition to regular consultant visits for one-on-one training. Principals are invited to join data teams.

  • 2012 ● Lead Data Team Seminar #8

  • 2012 ● Lead Data Team Seminar #7

  • 2012 ● Lead Data Team Seminar #6

  • 2011 ● Design of long-term professional development (PD) mechanisms

    Multi-dimensional PD mechanisms are tailored to meet the needs of teachers, including mentoring for early career educators as well as collective/cohort-driven learning.

  • 2011 ● Introduction of data management practices to secondary schools

    RSB extends data management and usage practices to the secondary school level.

  • 2011 ● Lead Data Team Seminar #5

  • 2011 ● Lead Data Team Seminar #4

  • 2011 ● Lead Data Team Seminar #3

  • 2010 ● Lead Data Team Seminar #2

  • 2010 ● Lead Data Team Seminar #1

    The Lead Data Team (LDT) is launched. Evidence-based Practice Project (EBP) team members recruited.
  • 2008 ● Introduction of data management practices to elementary schools

    Evidence-based practice is seen as a standardized and productive system of managing student success, which leads to increased professional development that includes data management and usage practices. RSB first introduces the concept at the elementary school level.

  • 2008 ● Evidence-based focus on Math, ELA, FLS

    With an emphasis on early intervention, the data-based approach creates cohorts of students simultaneously experiencing the same kind of focus. Practices are modified to align with Ministry’s new plan.

  • 2008 ● Identification of Board performance targets (Math, ELA, FLS)

    The concrete expectations for improvement resulting from the Partnership Agreements leads to the creation of a system working within shared parameters that defines priorities and clear expectations for achievement as well as common ways of reaching targets.

  • 2008 ● Training on Data Wise Model for all RSB educational consultants

    Lisa Rae shares newly acquired knowledge with the consultant team who, in turn, reinvests into practices with teachers generating a board-wide multiplier effect of reinvesting knowledge and practices. Educators can now discuss school board orientations in terms of numeracy and literacy.

  • 2008 ● First EBP Lead Data Team established

    Lisa Rae, Assistant Director of Educational Services at RSB, joins the first EBP Project Lead Data Team and is trained in the Data Wise Model.

  • 2008 ● Introduction of Bill 88

    Partnership Agreements between school boards and the Ministry of Education are signed, committing schools and boards to specific success rate targets.   

  • Prior to 2008 ● Use of marking centres

    Prior to the onset of Evidence Based Practice (EBPP), RSB employs collective marking centres to collect data on Math, ELA and FSL results and generate sophisticated excel spreadsheets and graphical representations of student performance for analysis by teachers and principals.