80, ruelle de lAvenir (English version)

1) Category:
General program

2) Issues Behind the Progra :

In Montrals most underprivileged districts (Centre-Sud and Hochelaga-Maisonneuve): o o o o The drop-out rate is almost !"# $earl% &" o' 'amilies have a household income o' less than ()*+,&- a %ear# Close to -)" o' 'amilies are single-parent# The students in these districts represent more than ! di''erent ethnic and cultural communities.

!) "#$e%tives:
/''er a uni0ue learning environment 1here children and teenagers can ac0uire 2no1ledge+ s2ills and a3ilities through their interactions and e4periences. Contri3ute to the academic success o' the students in these districts. 5rovide children and 'amilies 1ith recreational activities %ear long. 5romote health% li'e ha3its to children through proper nutrition and dail% ph%sical activities and sports. Coach parents so that the% can improve ho1 the% supervise and provide guidance to their children. Increase the childrens motivation+ sel'-esteem and thirst 'or 2no1ledge.

&) Environ ent:

5rimar% and secondar% schools in the Centre-Sud and the Hochelaga-Maisonneuve districts

') (arget )rou*:

Children 'rom 6 to * %ears old The parents o' these children

+) ,ey -ords:
&! 7uelle de lavenir+ coeuraction+ school-'amil%-communit% partnership+ general program+ success in school+ underprivileged district+ health% li'e ha3its+ learning environment+ nutrition+ ph%sical activities and sports+ supervision+ guidance+ motivation+ sel'-esteem+ multimedia+ horticulture+ arts+ sciences+ social lounge+ Internet

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.) /es%ri*tion:
&!+ ruelle de l9venir o1es its e4istence to communit%-1ide :oint action and s%nerg% geared to giving the children and teenagers o' the Centre-Sud and the HochelagaMaisonneuve districts (Montral) a stimulating living environment conducive to learning. The partners (education milieu and the communit% at large+ health and social services+ and the corporate 1orld) pooled their resources in order to create one-stop provision o' a variet% o' services and activities that support children. 9t Garneau primar% school in Montral+ a special setting 'or learning 1as created;in an anne4 o' the school+ a hall1a% 3ecame the ruelle de lavenir (roughl% translated+ the lane leading to the 'uture)+ 1here organi<ations+ institutions and 3usinesses come together 1ithin a 3road-3ased partnership to 'orm a united communit% engaged in a common cause. $ine centers+ seven components (nutrition+ multimedia+ social lounge+ sciences+ arts+ horticulture+ and ph%sical activities and sports): o o Coo2ing la3orator%: Introduction to coo2ing 'rom here and a3road+ coo2ing s2ills+ and 3asic 'ood chemistr%+ 3iolog%+ ph%sics and mathematics. Multimedia: 8here the 3asics o' audiovisual production and communication-tool production are taught 1ith a vie1 to ma2ing short 'ilms to 3e screened at the pro:ects Movie =estival during the summer. Social lounge: 9rea 1here in'ormation documents are availa3le and 1here parents+ teachers+ and an arra% o' other people in the communit% can gather and get to 2no1 each other through 'riendl% e4change. 9rts and science center: 8here participants can 3e creative and tap into their talents+ discover their interests+ or 3ecome 'amiliar 1ith an%thing related to sustaina3le development+ energ% and the environment. >otanical and horticultural la3orator%: Ho1 to gro1 and tend vegeta3les+ 'lo1ers and edi3le her3s. Horticulture: Huge roo'top garden containing 'lo1ers+ shru3s and edi3le plants+ 1ith a terrace (5lace de lavenir). School%ard: 5ro:ection 1all 1here students and their parents can see 'amil%-rated movies on 3alm% summer nights+ 1hile snac2ing on coo2ies made in the coo2ing la3orator%. G%mnasium: =or sports and special activities 'or children and parents. Internet center: 8here users learn ho1 to sur' the Internet+ do online research+ and construct and manage the program 1e3site.

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Si4 schools participate in the program. 9 shuttle 3us provides student transportation to the ?lane.? 5arents have access to the same 1or2shops as the children. =our to 'ive partners ta2e part in the 1or2shops (e.g. 7adio-Canada 'or the Multimedia component).

8) 0te*s:
5rocedure varies according to the particular pro:ect. This is ho1 Garneau primar% school in Montral 1ent a3out esta3lishing &!+ ruelle de lavenir in )!!&-)!!@: o o o 5ro:ect consolidation and program development Signing o' partnership agreements Massive 'undraising campaign

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Ara'ting o' architectural plans+ etc.+ and construction o' 'acilities (greening o' the school%ard+ renovation o' the g%mnasium+ creation o' an anne4+ and setting up o' the 5lace de lavenir on the roo' o' the school) Inta2e o' children and parents and start-up o' activities+ 1or2shops and services 9'ter the 'irst %ear o' the program+ it 1as necessar% to reorgani<e use o' the 'acilities in order to esta3lish pro:ects 1ith a genuine instructional purpose and to ensure :oint action among all.

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1) A%tivities2A%tions:
This program uses a comprehensive and s%stematic approach in 1hich the children 3ecome a1are o' the origins o' 'ood+ horticulture+ media and so 'orth+ and e4periment 1ith+ trans'orm and use their learnings+ 1ith the ultimate goal o' discovering possi3le careers. =rom the outset+ the success o' the measures put in place hinges on a solid structural and organi<ational implementation plan that relies on :oint action 3% all as 1ell as innovative pedagogical practices li2el% to sustain students motivation and learning. The activities and pro:ects are designed to dovetail 1ith a set o' concepts in education that in'luence the instructional methods and tools used: o o o o o o The Bu3ec Cducation 5rogram# Communit% Schools and Health% Schools# The principles o' social pediatrics# Bu3ec en 'orme (9 'it Bu3ec) priorities# 5rogram to prevent dropping out# Sustaina3le development.

The students+ teachers and parents are involved in various stages o' pro:ect design. This 1a%+ the% 'eel that the 'acilities are trul% theirs and the% there'ore see to it that the 0ualit% o' the living environment is maintained 1ithin a school-'amil%-communit% partnership arrangement. Here are some o' the activities carried out as part o' the program: introductor% science 1or2shops# 1or2shops on carnivorous plants# initiation to music and tradition through dance and stor%-telling# sel'-esteem 1or2shops# emergent literac% 1or2shops# radio+ television and movie production# cosom hoc2e%# 1or2shops on edi3le her3s# school roo'top garden# and improvisation 1or2shops.

10) 3esour%es 3e4uired:

Human resources: o o o o o School sta'' Communit% partners 5arents 9 hall1a% divided into nine centers The pro:ect 1as a1arded su3stantial 'unding (appro4imatel% (6 million). Ho1ever+ the cost o' the 'acilities could 3e lo1ered. Schools interested in this 'orm o'

In'rastructure: =inancial resources:

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communit% colla3oration must plan on esta3lishing partnerships and+ possi3l%+ doing 'undraising or appl%ing 'or grants 'rom private companies or government departments.

11) 3oles o5 the 0ta6eholders:

School 3oard: o The pro:ects main partner in terms o' 'unding and the provision o' human resources. 5rimar% activit%+ pro:ect and 'acilit% user during school hours. 9ctivit% and pro:ect participants and 'acilit% users. 5articipants in designing and organi<ing the program intended 'or parents. 5articipants at pu3lic events such as a 'armers mar2et in the school%ard.

School: o o o o =amilies: 9 group o' parent-partners: Darious organi<ations: Eocal and regional communit% organi<ations+ private companies and pu3lic institutions and agencies: o =inancial contri3utors.

12) 0%ienti5i% Basis or 7alidity:

The program 3orro1s 'rom the s%stematic approach o' the MinistFre de lGducation+ du Eoisir et du Sport (MCES) Bu3ec Cducation 5rogram. It is 3ased on the concept o' the communit% school as de'ined 3% the Commission scolaire de Montral (CSAM)+ is inde3ted to the coles et milieux en sant program sponsored 3% the 9gence de sant et de services sociau4 (9SSS) and is inspired 3% Ar Huliens concept o' social pediatrics. 9 stud% headed 3% 7och Chouinard (Iniversit de Montral) 1as carried out 1ith a vie1 to assessing the programs e''ect on students motivation+ ps%cho-social adaptation and development o' =rench and mathematical s2ills. The stud% sho1ed that the groups o' students 1ho had participated in the program stood out positivel% 'rom the control group in terms o': o general motivation+ su3:ect-speci'ic motivation+ ps%cho-social adaptation+ and mathematical+ reading and 1riting s2ills.

=urthermore+ the secondar%-level students 'ollo1ed up on said that the% had 'ormed a 3etter idea o' the use'ulness o' school and had less per'ormance an4iet% and social an4it%. 9 7I7C article summari<es the main http:JJrire.ctre0.0c.caJ)!*-J!*J&!KruelledelavenirJ results o' this stud%:

The report o' stud% on the impact o' 80, ruelle de lAvenir is availa3le at: http:JJ111.&!-ruelle.orgJrecherche.php

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1!) Pro$e%t 8aterial:

8e3site: http:JJ111.&!-ruelle.org The 80, ruelle de lAvenir model can 3e trans'erred (adopted and adapted) 3% other education and communit% milieus. Darious documents and tools 1ill 3e produced in )!*! as templates 'or other proponents.

1&) Additional in5or ation:

The in'ormation in this 'actsheet is 3ased on conversations 1ith the author and 1as ta2en 'rom the 'ollo1ing 1e3site: o o o http:JJ111.&!-ruelle.orgJ. 5ro:et &!: Eocal organi<ation 1ith a ,6-%ear histor% o' 1or2ing 1ith an underprivileged clientele. Ga< Mtro: Compan% that promotes a modern vision o' sustaina3le development. 5ro:ect :

1') Conta%ts:
80, ruelle de lAvenir *LL6 rue Ea =ontaine Montral (Bu3ec) H)E *D, Tl. : 6*- 6)6-@@*, Tlc. : 6*- 6)6-*L ! Cmail: ruelleMpro:et&!.org

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