Les ateliers porte-clés

8/19/2019 Les ateliers porte-clés

1/8

This factsheet was taken from the following website: www.coeureaction.qc.ca. Page 1 of 8

ATELIERS PORTE-CLÉS

1) Category:

Local program

2) Issues Behind the Program:

The ATELIERS PORTE-CLÉS is an initiative stemming from broad-basedjoint action by local stakeholders (16 partners) around the need tocreate school-family-community synergy conducive to the academicsuccess of children in vulnerable circumstances.

There was consensus that children who are struggling in school,academically as much as socially, must, as soon as they beginelementary school, receive effective special support so that theirdifficulties do not become chronic. Joining forces with parents is thekey to success.

3)

Objectives:

Parents

o Equip parents in terms of academic practices (introduce them todifferent educational methods and the contextualization of theirchildren’s learning);

o Equip parents in terms of instrumental practices (establishing aroutine, creating the proper environment, planning tasks,identifying motivational strategies);

o

Foster parents’ feelings of competence and self -esteem;

o Foster parents’ involvement in their children’s academic success;

o Improve school team-parent communication.

Cycle One elementary school children

o Develop an interest in and motivation for reading and writingand develop appropriate tools;

o

Develop self-esteem, motivation and work methods that fostersuccess.

http://www.coeureaction.qc.ca/http://www.coeureaction.qc.ca/http://www.coeureaction.qc.ca/http://www.coeureaction.qc.ca/


2/8


School environment and community

o Improve school teams’ knowledge of community resources;

o Strengthen community partnership and commitment withrespect to the academic success of elementary school children.

o Solidify the relationship between family, school andcommunity.

4) Environment

Disadvantaged elementary schools (École Orée-des-Cantons, PavillonNotre-Dame in Waterloo and École Ave Maria in Granby) of the Val-des-Cerfs School Board.

Maison des familles de Granby et Région and Espace famille in Waterloo.

5) Target Group

Students whose profile corresponds to the following criteria:

o 1st and 2nd Grade students in vulnerable circumstances

o No support at home and inadequate conditions for academicsuccess;

o Do not do their homework, have trouble doing it, or are at risk offailure. No homework assistance.

The parents of these children

The school environment and the community

6) Key words:

Ateliers Porte-Clés, coeuréaction, school-family-community partnership,local program, parent involvement, academic success, studentpersistence.



3/8


7)

Description: The program is designed for the parents of 1st and 2nd Grade students in

vulnerable circumstances. Its purpose is to develop parent involvementby providing parents with support, equipping them to help their childrendo homework and assignments, improving their supervisory skills andgiving them confidence in their parenting skills and in their children’slearning skills.

For the children: after-school workshops on self-confidence, acceptingdifferences, self-respect and respect towards others, positive

communication, collaboration, self-esteem, love of learning, persistence,the importance of reading, and management of emotions and stress.

For the parents: workshops with the parents and other workshops thatinclude their children. The themes explored during these workshops are:communicating with the child and the school, parent-child games, self-esteem, psychomotor development, fun with books, and stressmanagement.

Different meetings and follow-up also take place between theparticipants as well as with the school board, school principals, teachersand other members of the school community in order to clarifyexpectations and identify opportunities for collaboration.

8) Steps:

The steps are fairly similar from one school to another. Parent workshopsmay vary according to the parents’ needs and level of knowledge.However, there are certain general steps that should be followed increating the framework for the program:

I. Meet with community partners to clarify expectations and identityopportunities for collaboration.

II. Meet with school principals to clarify program objectives andrequirements as to the target group.

III. Present the program to school teams.

IV. Meet with different community players to identify opportunitiesfor collaboration and possible referral mechanisms.

V. Identify the children whose profiles match program criteria.



4/8


VI. Present the program to the parents of the targeted children toobtain the parents’ consent and commitment.

VII. Moderate 80 workshops (program prepared by the Maison desfamilles) consisting of three 90-minute workshops per week withthe targeted children (8 to 10 children per group).

VIII. Moderate six meetings with parents and two meetings with parentsand their children.

IX.

Ensure follow-up with the school principals every two weeks and,if necessary, with the school team (social worker, psychoeducator,etc.).

X. Ensure follow-up with every teacher regarding academic andbehavioural progress and the children’s achievement of programobjectives.

XI. Organize a festive activity for Christmas and the end of the schoolyear.

XII.

Poll the parents on their satisfaction.

XIII. Obtain feedback from the teachers.

XIV. Support the parents in their requests at school and/or at parent-teacher meetings.

9) Activities/Actions:

Workshops with the children: After-school workshops. Eighty workshopswith the targeted children (three 90-minute workshops per week).Themes explored: self-confidence, accepting differences, self-respectand respect towards others, positive communication, collaboration, self-esteem, love of learning, persistence, the importance of reading, andmanagement of emotions and stress. The workshops are divided into fourparts: snack, motor skills, homework and assignments, games.

Workshops with the parents: Six two-hour meetings with the parents.Themes explored: communicating with their children and the school,parent-child games, self-esteem, psychomotricity, fun with books, and

stress management.



5/8


Workshops with parents and their children: Two two-hour parent-childworkshops, one on the importance of having fun with your child and theother on parental difficulties.

Follow-up with school principals (and, if necessary, with the specialeducation technician and psychoeducator): follow-up twice a monthbetween the MFGR workers and the principals.

Follow-up with teachers: follow-up with the teachers regarding thechildren’s academic and behavioural progress and achievement ofprogram objectives.

10) Resources Required:

Human resources:o Maison des familles de Granby et Région (MFGR) program

coordinatoro Social worker (MFGR)o MFGR’s executive directoro CIUSSS: Technical and professional support in the field of

vulnerablityo

Interns (Cégep de Granby Haute-Yamaska)o Support for the targeted children from non-teaching

professionals in school

Infrastructure:o Rooms (Maison des familles de Granby et Région)o Rooms in the targeted schools

Financial and material resources:o Photocopies (schools)

o

Fonds Réussite éducative (CRÉ Montérégie Est for most of thefunding)o Fonds PARSIS (in 2014) CRÉ Montérégie Est for most of the

funding)o 5% of total revenues (Commission scolaire du Val-des-Cerfs)o Worker training (Val-des-Cerfs School board and Maison des

familles)

11) Roles of the Participants:

Maison des familles de Granby et Région (MFGR) social workers o See to program coordination and pedagogical follow-up.



6/8


o

Moderate the workshops.o Meet, train and follow-up with the CÉGEP interns.o Offer individualized support tailored to the needs of the children

and the parents.o Participate in the children’s PSI (individual follow-up plan).

MFGR’s executive directoro Ensure the overall management of the program and financial

oversight.

Monitoring and evaluation committee o

Monitor program progress and validate all the tools produced aspart of the evaluation process.

Interns o Support the family workers and learn to work using a positive

approach.

School team o Participate in selecting the children who are struggling

School principalso

Ensure follow-up and arrange for bimonthly meetings with theMFGR social workers.

School community partners o Facilitate monitoring of the children in difficulty as they move

through the service network. o Work together to promote student persistence and the success of

the program. o Facilitate community networking to create ties conductive to

family-school-community success.

Scientific Basis of Validity:

An evaluation report, available online, was produced by Diane Daviau,Planning, Management and Evaluation Consultant at Soutien GestionOBNL.

The targeted outcomes are based on the determinants of studentpersistence. These determinants are documented and acknowledged byresearchers and experts who use varied and complementary approaches.These determinants were also chosen and documented by Réunir Réussir

(R2) taking into account that they have undergone rigorous evaluation



7/8


and have yielded the most significant measurable outcomes in terms ofcountering dropping-out or fostering student persistence.1

Effects on personal factors conducive to academic and social success: o Parents have observed very substantial and positive changes in

their children, especially in their ability to express themselvesadequately with adults and with other children.

o The children also have better control of their emotions and moreself-confidence, and are better organized in their schoolwork.

o The children have also made great strides academically (reading,writing and mathematics).

Effects on family factors conducive to academic and social success:o The workshops have had sizable positive impacts on parents’

patience, on their ability to motivate their children, on how muchthey know their children, and on their confidence in theirparenting skills.

Effects on school factors conducive to academic and social success:o The workshops have had largely positive impacts on parents’

knowledge of how the school works and of the resources that canhelp them.

o

School staff are also more aware of other communicationapproaches to apply with vulnerable parents.

Effects on social factors conducive to academic and social success:o Partner involvement provided easier and quicker access to family

services.

12) Protective Factors or Determinants of Success:

Family: Parent attitudes, parent-teacher-school communication.

Child/Student: Academic success in reading, writing and mathematics,social and affective skills.

Community: Mobilization around academic success.

1 Pour agir efficacement sur les déterminants de la persévérance scolaire et de la réussite éducative.Reference document. Réunir Réussir, page 9.



8/8


13) Program Material: Maison des Familles de Granby et Région website: www.mfgr.org.

Espace Ateliers Porte-clés http://mfgr.org/ateliers-porte-cles/

14) Additional Information:

The information in this factsheet was taken in part from the evaluationreport, available online.

15) Contact:

Maison des Familles de Granby et Région162, rue St-Charles Sud, Granby (Québec) J2G [email protected] (450) 776-2232

Line Lambert, Executive Director [email protected]
http://www.coeureaction.qc.ca/http://www.coeureaction.qc.ca/http://www.coeureaction.qc.ca/http://www.mfgr.org/http://www.mfgr.org/http://mfgr.org/ateliers-porte-cles/http://mfgr.org/ateliers-porte-cles/http://mfgr.org/ateliers-porte-cles/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://mfgr.org/ateliers-porte-cles/http://www.mfgr.org/http://www.coeureaction.qc.ca/

Documents

Les ateliers porte-clés