1. Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime!
Chinese proverb

2. Obstacles to elementary and secondary school completion
Despite progress, Aboriginal youth still face challenges in the school envi-
ronment. Several factors have contributed to many young Aboriginal people
leaving the school system early.
According to the 2001 APS, the most common reason that young Aboriginal
people aged 15 to 19 left elementary or secondary school early was that
they were bored.7 One-fifth (20%) of young people reported this reason.
About 15% said they left school because they wanted to work.
Reasons differed between young men and women. Nearly one-quarter of
young men aged 15 to 19 (24%) said they left school because they
were bored, while 19% said they wanted to work. Among women in this
age group, one-quarter (25%) cited pregnancy or the need to care for chil-
dren, while 15% said they were bored, the second most common reason.

3. The Brick is like a loyalty
program, which uses
structured rewards to
encourage and motivate
participants.

4. ONLINE INCENTIVE
PROGRAMS POSE AN
ATTRACTIVE ALTERNATIVE
TO TRADITIONAL OFFLINE
PROGRAMS SINCE ONLINE
PROGRAMS SAVE MONEY
AND TIME AND ALLOW
ORGANIZATIONS TO HAVE
MUCH GREATER CONTROL

5. If programs are to be
effective, all the factors that
affect behavior must be
recognized, including
motivation, skill, recognition
an understanding of the
goals, and the ability to
measure progress.

7.  The enhancement of performance through goals requires
feedback. Goal-setting may have little effect if individuals
cannot check where the state of their performance is in
relation to their goal. Note the importance of people
knowing where they stand in relation to achieving their
goals, so they can determine the desirability of working
harder or of changing their methods.
 Advances in technology can make for giving feedback
more effectively. Systems analysts have designed
computer programs to track goals for numerous members
of an organization. Such computer systems may maintain
every participants goals.

8.  MEMBERS ARE MOTIVATED TO COME BACK.
 TOLL TO TRANSMIT MESSAGES (VIDEO,
QUOTES).
 MEASURABLE.
 NONDISCRIMINATORY.
 STIMULATING.
 ACCOUNTABILITY.

9.  The oldest loyalty program in Canada is probably
Canadian Tire money, in which the Canadian Tire
company gives out coupons which look like
currency.
 OTHER:Air Miles Bank of Montreal Aeroplan HBC
Rewards/Club Z Zellers. Loblaws President's
Choice PC Points Shoppers Drug Mart's Staples
Business Depot Chapters, Indigo Books and
Music, Coles, Esso Petro-Canada, Chevron .
Loblaws,CAA

10. Fixed Expenses
Website development/annual maintenance (activis inc.)
Scratch cards
Advertising Campaign
Coordinator Salary/Expenses
Variable Measurable Expenses
Package expenses (fees/lodging/meals/transportation)
Brick Rewards Redemption
Total Operating Cost
Measurable Program Benefits
INCREASED school attendance/graduation rates
LOWER unemployment
LOWER community crime
INCREASED community productivity

11. The Bricktown Program™
Package payout details.
Variable Measurable Expenses
SPACE CAMP PACKAGE
COSMODOME
FEES LODGING MEALS TRANSP. TOTAL
DISCOVER CAMP 24H 210$ 390$ INCL 800$ 1400$
ATLANTIS CAMP 3 days 315$ INCL INCL 800$ 1115$
ENDEAVOUR CAMP 6 days 720$ INCL INCL 800$ 1520$
CONSTELLATION CHALLENGE 1 day 35$ 270$ 200$ 800$ 1305$
CONCERT PACKAGE
FEES LODGING MEALS TRANSP. TOTAL
EVENT (to be confirmed) 300$ 270$ 200$ 800$ 1470$

12. SPORT PACKAGE
FEES LODGING MEALS TRANSP. TOTAL
EVENT (to be confirmed) 200$ 270$ 200$ 800$ 1470$
FASHION PACKAGE
FEES LODGING MEALS TRANSP. TOTAL
SHOPPING 300$ 270$ 200$ 800$ 1570$
SUN PACKAGE (3 DAYS)
FEES LODGING MEALS TRANSP. TOTAL
LA RONDE 40$
KARTING 30$ 100$ 390$ * 300$ 800$ 1590$
WATER SLIDES 30$
* Possibility of 4 per room
PEPSI FORUM PACKAGE
FEES LODGING MEALS TRANSP. TOTAL
BOWLING, ARCADES, MOVIES, WALL CLIMBING, 200$
BILLARD 240$ 390$ 300$ 800$ 1730$
MONTREAL HISTORY TOUR 40$

13. SCIENCE PACKAGE (3 days)
FEES LODGING MEALS TRANSP. TOTAL
COSMODOME
BIODOME
INSECTARIUM 30$ 390$ 300$ 800$ 1520$
JARDIN BOTANIQUE
PLANETARIUM
Electronics package
IPOD APPLE 8GB 5TH GENERATION IPOD NANO 160$
IPOD APPLE 8GB 3 TH GENERATION IPOD TOUCH 200 $
WII NINTENDO CONSOLE 210 $
PLAY STATION 3 120 GB ENTERTAINMENT SYSTEM 210 $
XBOX 360 ELITE 120 GB ENTERTAINMENT SYSTEM 300 $
TOSHIBA 15,6’’ LAPTOP AMD ATHLON 2 DUAL CORE M3320 2.1 GHZ 600$

14. REWARDS BREAKOUT DETAILS
1 BRICK = 1$
SCHOOL PHYSICAL ACTIVITIES COMMUNITY VOLUNTARY
180 DAYS 1 = ATTENDANCE HOCKEY 1 = ATTENDANCE CLEANING PARK
1 = BEHAVIOR BASKETBALL 1 = PARTICIPATION SUPPORTING YOUTH
1 = PARTICIPATION SUPERVISING PUBLIC SKATING
3 = RESULTS (MAX 60)
180 DAYS = 400 BRICKS 100 BRICKS
180 DAYS = ± 600 BRICKS
HEALTH contest
FOOD PURCHASE
DENTIST
NURSE
200 BRICKS 200 BRICKS

15. Resource
Structure
GOVERNING
COUNCIL
MENTORS FACILITATOR REWARD
COORDINATORS
WEBMASTER

16. ROLES AND RESPONSABILITIES
COORDINATOR
 Supervise the program
 Report to governing council
 Prepare budget of the program
 Works with the mentors, webmaster and reward coordinators
 Sumit report to governing council and mentors

17. ROLES AND RESPONSABILITIES
MENTORS
 Hand out the cards (bricks) to the coaches, teachers, store managers,
health department...
 Answer questions
 Participates and helps organizing bricks events (public skating....)
 Help with the advertising campaign.

18. ROLES AND RESPONSABILITIES
REWARD
COORDONNATORS
 FIND NEW REWARDS
 REDEEM PRICES
 BUDGET THE REWARDS
 COORDINATE AWAY TRIPS
 CHAPERONE THE AWAY TRIPS

19. ROLES AND RESPONSABILITIES
WEBMASTER
 Keeps track of data (who, now, what, new, bloc, etc.)
 Updates the wewbsite (scores, events, news, etc.)
 Post video
 supervise Blog and report to coordinator
 Transmit report to coordonnator

20. ROLES AND RESPONSABILITIES
GOVERNING COUNCIL
 SUMIT NEEDS OF THE MENTORS
 APPROUVE BUDGET
 FINAL DECISION

21.  Aprouve budget
 Vote government council
 Select Mentors
Facilitator
 Have website ready
 Have a meeting with Mentors
 Prepare advertising campain

22. LESTER B. PEARSON HIGH SCHOOL EXPANDS SPORTS-ETUDES PROGRAM
MONTREAL, DECEMBER 2, 2008- Lester B. Pearson High School in Montreal North
has announced that its highly successful Sports-Etudes Program will be expanding its
activities for hockey and soccer as part of an agreement made between the English
Montreal School Board (EMSB) and the Commission scolaire de la Pointe-de-l’Île (CSPL).
The Sports-Études program is a partnership between the school board, the school and the
sports federations and clubs, under the umbrella of the Ministry of Education, Leisure and
Sports (MELS). Once in a Sports-Études Program, students follow the regular Ministry curricu-
lum in an accelerated manner. Typically a student must meet the requirements for a Secon-
dary School Diploma in approximately 70 percent of the designated time, leaving the remain-
ing time to pursue an athletic endeavor. The school schedule is organized so that the student-
athletes finish their formal school day early, allowing sufficient time for training, study and tu-
toring Coaches, academic advisors/guidance counsellors and teachers work collaboratively to
ensure that the student is progressing academically.
Lester B. Pearson High School was awarded the Sports-Études program in 2002. It now has
approximately 100 students enrolled. Besides hockey and soccer, the program offers students
the possibility to participate in various other sports such as figure skating, karate/kickboxing,
gymnastics, diving, swimming and baseball. The CSPI started its Sports-Études program at
École Secondaire Antoine- de- St- Exupéry a few years earlier than the EMSB. This agree-
ment between the EMSB and the CSPI is the first of its kind in the sport. “It is hoped that by
pulling our resources we will be able to provide greater support to our student athletes,”

23. À qui s'adressent les programmes Sport-études?
N.B. Il n'y a pas de programme Sport-études reconnu dans les écoles primaires du Québec.
Seul les élèves-athlètes de niveau secondaire sont admissibles à l'aide à la pension et au transport.
Tous les renseignements contenus dans la présente page visent uniquement les programmes Sport-études reconnus par le ministère de
l'Éducation, du Loisir et du Sport.
Il y a de nombreuses initiatives dans le domaine du sport au Québec, comme les programmes de concentration, qui sont fort intéres-
santes mais qui ne portent pas l'appellation du ministère de l'Éducation, du Loisir et du Sport et ne peuvent utiliser cette appellation
dans leurs communications, car elles n'ont pas les attestations officielles nécessaires pour être considérées comme des programmes
reconnus.
Seuls les programmes reconnus peuvent faire l'objet d'un soutien financier de la Direction du sport et de l'activité physique et seuls les
élèves-athlètes participant à des programmes reconnus sont admissibles à la mesure d'aide à la pension du ministère de l'Éducation,
du Loisir et du Sport. De plus, dans les programmes reconnus, les entraîneurs sont certifiés niveau 3 du Programme national de certi-
fication des entraîneurs (PNCE).
À qui s'adressent les programmes Sport-études ?
L’objet fondamental d’un programme Sport-études est de permettre à des élèves-athlètes visant l’excellence sportive la meilleure
conciliation possible de leurs objectifs sportifs et scolaires.
La notion d’élèves-athlètes visant l’excellence sportive implique que ces jeunes ont dépassé le stade de l’initiation à un sport ou qu’ils
souhaitent uniquement pratiquer davantage leur sport préféré. La notion d’excellence sportive signifie que le nombre de compétitions
ainsi que le niveau de celles-ci et le niveau de performance de l’élève-athlète correspondent aux attentes inscrites dans le plan de dé-
veloppement de l’excellence de la fédération partenaire. L’effectif visé est donc constitué d’élèves dont le talent a véritablement été
confirmé selon les paramètres fixés par chaque fédération québécoise concernée. Il faut aussi que les conditions d’encadrement sur le
plan sportif soient appropriées à tous les niveaux.
Pour participer à un programme Sport-études reconnu, il faut que le problème de conciliation entre la réussite scolaire et les exigences
du sport soit réel. Est-ce que le nombre ou le moment des entraînements est en conflit avec l’horaire ordinaire de l’école? Est-ce que
le nombre ou la durée des absences nécessaires pour les compétitions sont tels qu’ils entrent en conflit avec le cheminement normal
des élèves ?
Le fait d’être engagé dans toutes les activités que nécessite la poursuite de l’excellence et le fait d’être inscrit à un programme d’étu-
des selon l’horaire normal de l’école rendent-ils possibles la réussite des objectifs scolaires et sportifs et le maintien d’une vie équili-
brée ? Les programmes Sport-études visent à donner le maximum de chances de réussite des objectifs sportifs et scolaires tout
en assurant une vie équilibrée pour l’élève-athlète.
La réussite scolaire doit primer sur la réussite d’objectifs sportifs. Ce principe fondamental sert à prendre des décisions en ce qui
concerne les normes d’admission des élèves dans chaque école partenaire d’un programme reconnu tout en s’assurant de la réussite
des études. On doit s’attendre à ce que le rythme exigé pour les apprentissages dans un tel programme soit plus élevé que dans les
programmes ordinaires, car le temps à y consacrer est moindre. En général, les élèves-athlètes dans les programmes reconnus doivent
s’engager avec beaucoup d’autonomie et de sérieux s’ils veulent réussir.
Chaque école détermine ses conditions d’admission. Elles peuvent donc varier d’un établissement à l’autre. Les personnes intéressées
doivent s’adresser à l’école de leur choix.
Politique linguistique | Politique de confidentialité