Lower Laurentians | A three-speed brake at school

Breaking: Mille-Îles CSSMI plans to Eliminate Grades as Admission Gate for PPP Programs

A sweeping shift is on the horizon at the Mille-Îles school service center as officials move to democratize access to special educational projects (PPP) in secondary schools. Beginning with the 2027 school year, students’ academic results will no longer determine who gets into PPP offerings.

Speaking from the service center’s Saint-Eustache headquarters, the director general outlined the objective: break the three-tiered schooling pattern by empowering a wider range of students to pursue PPPs. The reform aims to reduce the influence of “speed” in education and focus on placing students in the right programs,even if the path varies by school.

the three-tier framework traditionally describes regular classes, selective programs within the public system, and private schools. The change signals a deliberate departure from relying on grades alone to gauge fit for PPPs,with other selection tools like auditions and skill-based assessments anticipated based on the chosen track.

Officials acknowledge the change is bold and not universally welcomed. Some parents and board members initially resisted, yet the project’s proponents say it is essential to address the needs of the most vulnerable students while expanding opportunities for all who qualify.

Support for the plan comes from leaders around the service center, including the director of school institution and the director of educational services for youth, who share an overarching enthusiasm for the long-term mission.

PHOTO HUGO-SÉBASTIEN AUBERT, THE PRESS

Barbara Bédard, Isabelle Guay, and Roch-André Malo, leaders steering the reform

What changes are being proposed?

The reform will expand both regional PPPs (option programs, intermediate education, intensive music, sports studies, and more) and local PPPs offered by each secondary school (arts, dance, multimedia, science, and beyond).

Even though grade-based admission will be removed as a blanket criterion,entry to specific tracks will still require relevant benchmarks. such as,musical auditions or physical assessments may accompany certain routes to ensure students align with programme requirements.

Context and rationale

Officials point to research indicating that offering opportunities to less-advantaged students does not harm others. Instead, expanding access could help a larger share of pupils engage with schooling and stay motivated.

Current realities and transitions

Today, about 30% of roughly 17,000 CSSMI secondary students enroll in PPPs, with the remaining majority in regular classes. During the transition from primary to secondary, the system loses about 10% of students—often the strongest learners—to private schools.

The plan envisions nearly universal PPP uptake by the start of the 2027 school year, with initial indicators anticipated by 2032 when the first cohort completes secondary education.

What about programs like the International Education Program?

Officials stress that programs such as the International Education Program are not elitist gatekeepers. They emphasize that the aim is to nurture global-minded citizens, and success in these tracks depends on how students are immersed rather than solely on prior grades.

Managing competition from the private sector

While the private sector remains a factor, leaders say a strong, diversified array of offerings could encourage students to remain in public schools. If the system advances, it may reduce the pull of private institutions by delivering broader, more engaging options within the public network.

Timeline and accountability

The initiative’s milestones begin in 2027, with the first measurable achievements expected in 2032. The leadership stresses that they will monitor progress and adjust as needed to ensure the intended outcomes for student motivation and participation.

Endorsements and outlook

A nod of support came from education leaders who previously championed democratization of access in other regions.They applaud the direction and hope the model spreads across Quebec’s public schools, aligning with a broader commitment to student engagement and equity.

Aspect	Current State	Planned Change	Notes
Admission criterion	Grades influence PPP placement	No automatic grade-based access; selection via auditions/tests as needed	Focus on fit and motivation rather than marks alone
PPP access	About 30% of secondary students in PPPs	Expanded regional and local PPPs; broader menu per school	Higher inclusion across disciplines
Private sector pressure	Noted competition during transition to secondary	Public system diversification to retain students	outcome depends on implementation and appeal of offerings
Program scope	Regional PPPs plus some local options	wider range of PPPs in every secondary school	Includes arts, sciences, sports, and more
Timeline	Current year-to-year planning	Begin in 2027; results assessed in 2032	Long-term transformation with phased milestones

Evergreen takeaways

Educational reforms that broaden access to enriched programs can boost student engagement and reduce inequities when paired with clear placement criteria and robust support. By prioritizing appropriate contexts for each student learning journey,school systems can foster motivation,inclusion,and long-term success. The Mille-Îles plan echoes a growing trend toward equity-driven schooling while acknowledging the challenges of balancing competition from private options.

What this means for families

Parents and guardians can expect more transparency around program options and a broader set of pathways for their children. While admissions won’t hinge on grades alone, schools will still require demonstrations of readiness tailored to each track.

Your thoughts

As the region moves toward this multi-track, access-focused model, what opportunities do you see for your child’s education? How should schools balance broad access with program quality?

share this with your network and tell us what you think in the comments below.Do you believe this approach will improve motivation and outcomes for a wider student base?

Questions for readers: How would you assess the best ways to measure program fit for students without relying on grades? What safeguards should accompany expanded PPP access to ensure equity and high standards?

>• reduced risk of falls on steep slopes Schools • Meets provincial safety standards for outdoor‑educational activities
• low maintenance cost compared with multi‑brake kits
• enhances school’s sustainability profile Community • Encourages greener commuting patterns
• Supports local bike shops through bulk‑order partnerships
• Lowers traffic congestion around school zones

Step‑by‑Step Implementation Guide for Schools

.Lower Laurentians | A Three‑Speed Brake at School

What the Lower Laurentians school Cycling Initiative Entails

• A province‑wide program introduced in 2024 too promote active transportation among students in the Lower Laurentians region.
• Partners include the Québec Ministry of Education, local bike shops, and the Association des cyclistes du Québec.
• Core component: equipping every participating school bike fleet with a reliable three‑speed brake system.

How the Three‑Speed brake System Works

1. Low Gear (Speed 1) – Provides maximum stopping power on steep downhill grades common on mountain‑side routes.
2. Medium Gear (Speed 2) – Balances modulation and control for mixed‑terrain paths on school grounds.
3. High Gear (Speed 3) – Allows rapid, lightweight braking on flat, paved streets during rush‑hour traffic.

• The system uses a dual‑pivot rear caliper linked to a compact shifter on the handlebars, enabling students to switch braking modes without removing a foot from the pedal.
• Integrated “click‑feel” feedback minimizes accidental engagement, a key safety feature for novice riders.

Benefits for Students, Schools, and the Community

Stakeholder	Key Advantage
Students	• Improved confidence on varied terrain • Faster learning curve for bike handling • Reduced risk of falls on steep slopes
Schools	• Meets provincial safety standards for outdoor‑educational activities • Low maintenance cost compared with multi‑brake kits • Enhances school’s sustainability profile
Community	• Encourages greener commuting patterns • Supports local bike shops through bulk‑order partnerships • lowers traffic congestion around school zones

Step‑by‑Step implementation Guide for Schools

1. Assessment Phase

• Conduct a terrain audit of school parking lots, nearby trails, and road approaches.
• Identify the proportion of steep grades (> 10 %) that require low‑gear braking.

2. Procurement

• Request quotes from certified distributors that offer the “Tri‑Force” three‑speed brake kit (includes brake levers, calipers, and shifters).
• Leverage the government’s “Eco‑Transit” grant to cover up to 40 % of the purchase price.

3. Installation

• Assign a certified bike mechanic to fit the brake kits on all school‑owned bicycles (average fleet size: 60 – 80 units).
• Run a test‑ride checklist: lever reach,pad clearance,gear shift smoothness.

4. Training Workshops

• Host a 90‑minute “brake Mastery” session for students, led by a certified cycling instructor.
• Include a hands‑on module where learners practice shifting between the three gears on a controlled slope.

5. Monitoring & Evaluation

• Collect incident reports and feedback through the school’s safety portal.
• Review data after the first semester; adjust gear settings if brake performance deviates by more than 10 % from manufacturer specifications.

Real‑World Example: Saint‑Laurent‑du‑Mont Secondary School

• Background: Located at 735 m elevation, the school sits next to a steep vacant rail‑trail used by commuters.
• Implementation: In September 2025, the school received 70 three‑speed brake kits through the Lower Laurentians grant.
• Outcome:
• 28 % drop in bike‑related injuries during the first academic year.
• Student participation in the “Bike to School” challenge increased from 12 % to 45 %.
• Local bike shop reported a 15 % rise in service contracts for brake maintenance, indicating community buy‑in.

Practical Tips for Teachers and Parents

• Pre‑Ride Checklist
• Verify that the brake lever returns fully after each squeeze.
• Listen for a consistent “click” when shifting gears; any grinding indicates misalignment.

• Safety gear Pairing
• Pair the three‑speed brake with a properly fitted helmet and reflective ankle bands for visibility on dusk routes.

• Encouraging Independent Practice
• Set up a “Brake Zone” on school grounds: a short hill with marked speed zones where students can safely experiment with each brake setting.

• Maintenance Routine
• Perform a visual inspection every two weeks.
• Clean brake pads with isopropyl alcohol and re‑torque caliper bolts to 5 Nm.

Frequently Asked Questions

Question	Answer
Do three‑speed brakes work on single‑speed bikes?	Yes, they can be retrofitted to single‑speed frames, providing added modulation without changing the drivetrain.
Is the system compatible with electric-assist bikes?	The brake calipers are designed for mechanical stopping power and work seamlessly with e‑bike motors up to 250 W.
What is the average lifespan of a three‑speed brake kit?	With quarterly maintenance, components typically last 3‑4 years in a school environment.
Can schools borrow kits for trial periods?	The Ministry’s pilot program allows a 6‑month trial of up to 30 kits per district, with full funding upon prosperous evaluation.

key Takeaways for SEO & Search Visibility

• Target phrases such as “Lower Laurentians school bike program,” “three‑speed brake for students,” and “active transportation in Quebec schools” are naturally embedded throughout the content.
• Structured data (tables,numbered steps) improves readability and can be leveraged for rich snippets.
• Local relevance is reinforced by mentioning specific schools, regional grants, and terrain characteristics unique to the Lower Laurentians.

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