RAP Cte-Nord (Russite, Accomplissement, Persvrance)

1) Category:
General program

2) Issues Behind the Program:

Given the Cte-Nord regions distance from major urban centers, parents lack resources for supporting their children in their educational journey and cannot exercise their role of motivator and guide.

3) Objectives:
Promote success in school Prevent dropping out Equip parents so that they can guide their children effectively Acknowledge this role Reach out to parents who are isolated geographically or socially

4) Environment:
Primary and secondary schools

5) Target Group:
Students from 10 to 14 years old Their parents Teachers

6) Key Words:
RAP Cte-Nord, coeuraction, school-family-community partnership, general program, success, achievement, perseverance, guidance, parents, outlying region, motivation, professional development

7) Description:
RAP Cte-Nord is a program to promote success and perseverance in school to the inhabitants of the regions regional county municipalities (RCMs). The RAP Cte-Nord committee is behind numerous projects, including the regional school-family-community project. The committee goes into every RCM in the Cte-Nord region to carry out the project.

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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The project has three components: o Component 1: Training on school-family relations is provided to primary school and Sec. I teachers (4-to-7 format). The teachers are given a handbook containing strategies, activities and tools for encouraging parents to participate in the academic success of their children. Component 2: A workshop-lecture evening, held in the nine main Cte-Nord secondary schools, is organized for parents and their children in Grades 5 and 6. The moderator covers the role of parents as their children transit from primary to secondary school and the childs responsibility in this regard. The parents are given a brochure. Component 3: The parent handbook (Guide du parent soutien/GPS) containing tips and exercises on child development and guidance is distributed.

8) Steps:
I. II. III. IV. V. VI. VII. Ensure that the program meshes with a need in the community. Find the funding required for the project. Find a competent speaker relevant to the subject. Determine what material is needed in order to provide the schools and the parents with information. Draft the handbooks and guides. Launch the project (publicity). Chronicle the project (photos, attendance, reports, etc.).

9) Activities/Actions:
The primary and secondary school teachers are given training on how to facilitate school-family relations. They also receive an activity guide. The parents and Primary Cycle 3 students are invited to a two-hour evening talk on the stages of child development and on how to communicate with teenagers. A pamphlet is given to the parents. At the beginning of the school year, the Guide du parent soutien (GPS) is distributed to parents of children in kindergarten, Grade 6, and Sec. I and to CLSCs, daycare centers and family-assistance institutions. The handbook features: o o o information about the stages of child development; advice for fostering student success in primary and secondary school; ways of helping children develop self-esteem, do homework, etc.

In 2009, the lecture evenings included kiosks where community organizations showcased the services they offer to parents for their childrens transition from primary to secondary school or regarding the stages of adolescence. Two activities designed to provide insight into the transition from primary to secondary school were produced and offered to Primary Cycle 3 teachers.

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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10) Resources Required:

Human resources: o o o o o Coordinator School-family-community steering committee Speaker RAP committee $25,000 budget

Financial resources: Publicity

11) Roles of the Participants:

The coordinator: o o o o o o o o o o o o o o works in collaboration with the work committee; prepares the activities and publicizes them in schools and within the community at large; oversees the project as a whole; approaches and hires the speaker; drafts the GPS and distributes it; manages the budget; accompanies the speaker. shares its expertise and ideas; verifies and approves the documents produced; ensures project coherence. approve the project and inform their organization about it; assess the project. gives a talk at teacher training; gives a talk at the evening meetings with the students and the parents.

The school-family-community committee:

The members of the RAP committee:

The speaker:

12) Scientific Basis or Validity:

Project figures are based on lecture attendance numbers and the number of GPSs distributed. Since 2007: o o o 1 500 parents and young people have attended the lecture; 250 teachers and other school workers have gotten training; 18 000 copies of the Guide du parent soutien have been distributed.

A few schools have already changed their approach, for example, by using humor in communicating with parents.

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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A health center uses the Guide du parent soutien (GPS) as the kick-off point in the awareness training it offers parents. A number of organizations order copies of the GPS every year.

13) Program Material:

Website: http://www.cegep-baie-comeau.qc.ca/comiterap/index.html Guide for Parenting Skills (GPS) Attitudes qui ont un effet ngatif sur la motivation scolaire [in French only], a document for parents on parent attitudes detrimental to their childrens motivation Pamphlet for parents: "Transition from primary to secondary"

14) Additional Information:

There are certain factors that foster the success of a project of this kind, such as the skill of the speaker, who must be able to communicate effectively with children and adults alike. Another good idea is to enable the students to personally extend the lecture invitation to their parents (using a letter template that can be personalized). The information contained in this factsheet was taken in whole or in part from: http://www.cegep-baie-comeau.qc.ca/comiterap/index.html.

15) Contacts:
Jose Brassard, Coordinator Comit RAP Cte-Nord difice Paul-Provencher 625, boulevard Laflche, bureau 1.812 Baie-Comeau (Qubec) G5C 1C5 Tel.: (418) 295-4411 Email: josee.brassard@mels.gouv.qc.ca

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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