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

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Page 1: Brick Outline

Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime!

Chinese proverb

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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.

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TheThe Brick Brick isis likelike a a loyaltyloyalty

programprogram, , whichwhich uses uses

structuredstructured rewardsrewards to to

encourage encourage andand motivatemotivate

participants.participants.

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ONLINE INCENTIVE ONLINE INCENTIVE PROGRAMS POSE AN PROGRAMS POSE AN

ATTRACTIVE ALTERNATIVE ATTRACTIVE ALTERNATIVE TO TRADITIONAL OFFLINE TO TRADITIONAL OFFLINE PROGRAMS SINCE ONLINE PROGRAMS SINCE ONLINE PROGRAMS SAVE MONEY PROGRAMS SAVE MONEY AND TIME AND ALLOW AND TIME AND ALLOW

ORGANIZATIONS TO HAVE ORGANIZATIONS TO HAVE MUCH GREATER CONTROLMUCH GREATER CONTROL

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If If programsprograms are to are to bebeeffective, effective, allall thethe factorsfactors thatthat

affect affect behaviorbehavior must must beberecognizedrecognized, , includingincluding

motivation, motivation, skillskill,, recognitionrecognitionan an understandingunderstanding ofof thethegoals, goals, andand thethe abilityability to to

measuremeasure progressprogress..

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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.

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MEMBERS ARE MOTIVATED TO COME BACK.

TOLL TO TRANSMIT MESSAGES (VIDEO, QUOTES).

MEASURABLE.

NONDISCRIMINATORY.

STIMULATING.

ACCOUNTABILITY.

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The oldest loyalty program in Canada is probably Canadian Tire money, in which the Canadian Tirecompany 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

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Fixed ExpensesWebsite 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 BenefitsINCREASED school attendance/graduation ratesLOWER unemploymentLOWER community crimeINCREASED community productivity

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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$

The Bricktown Program™ Package payout details.

Variable Measurable Expenses

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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$

100$

390$ *

300$

800$

1590$ KARTING 30$

WATER SLIDES 30$

* Possibility of 4 per room

PEPSI FORUM PACKAGE

FEES LODGING MEALS TRANSP. TOTAL

BOWLING, ARCADES, MOVIES, WALL CLIMBING, BILLARD

200$ 240$ 40$

390$

300$

800$

1730$

MONTREAL HISTORY TOUR

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SCIENCE PACKAGE (3 days)

FEES LODGING MEALS TRANSP. TOTAL

COSMODOME

30$

390$

300$

800$

1520$

BIODOME

INSECTARIUM

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$

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1 BRICK = 1$

SCHOOL

180 DAYS 1 = ATTENDANCE 1 = BEHAVIOR 1 = PARTICIPATION 3 = RESULTS (MAX 60) 180 DAYS = ± 600 BRICKS

PHYSICAL ACTIVITIES

HOCKEY 1 = ATTENDANCE BASKETBALL 1 = PARTICIPATION 180 DAYS = 400 BRICKS

COMMUNITY VOLUNTARY

CLEANING PARK SUPPORTING YOUTH SUPERVISING PUBLIC SKATING

100 BRICKS

contest

200 BRICKS

HEALTH

FOOD PURCHASE DENTIST NURSE

200 BRICKS

REWARDS BREAKOUT DETAILS

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MENTORS

Resource Structure

WEBMASTER

REWARD COORDINATORS

GOVERNING COUNCIL

FACILITATOR

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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

COORDINATOR

ROLES AND RESPONSABILITIES

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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.

ROLES AND RESPONSABILITIES

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FIND NEW REWARDS

REDEEM PRICES

BUDGET THE REWARDS

COORDINATE AWAY TRIPS

CHAPERONE THE AWAY TRIPS

ROLES AND RESPONSABILITIES

REWARD COORDONNATORS

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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

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SUMIT NEEDS OF THE MENTORS

APPROUVE BUDGET

FINAL DECISION

GOVERNING COUNCIL

ROLES AND RESPONSABILITIES

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Aprouve budget

Vote government council

Select Mentors

Facilitator

Have website ready

Have a meeting with Mentors

Prepare advertising campain

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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,”

LESTER B. PEARSON HIGH SCHOOL EXPANDS SPORTS-ETUDES PROGRAM

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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.

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