New school system results in better Aboriginal attendance

The number of Aboriginal students at a northern Alberta high school has increased dramatically in the last 10 years and is only expected to continue to grow.

High Level, a community of 4,000, has one public high school with a student population of 430 in grades seven through 12.

Ten years ago, about one-quarter of the student body at High Level Public School was classified First Nations, Métis or Inuit. Now, that number has jumped to 50 per cent.

Students are moving in from surrounding Aboriginal communities, like the Dene reservations of Chateh (also called Assumption) and Meander River, along with a large number from John D’Or, a Cree reserve about 120 km east.

Parents are placing more emphasis on education, moving to High Level in order for their children to attend HLPS, the largest high school in the region.

 “We are getting kids who aren’t used to the structure and routine of school,” said school principal Scott Leys.
To meet educational challenges the school is using different methods to engage students and help them get the credits they need to graduate. One of those methods is the quad system, which HLPS shifted to four years ago. Instead of two semesters for the entire 10-month school year, there are now four semesters of 10 weeks each. Courses are in blocks, one in the morning and one in the afternoon.

“We got into the quad as part of a high school completion project,” said vice principal Perry Moulton. For FNMI students at least, it seems to be working. Before the quad system, FNMI students had an average of 15.96 credits in a year. Now that number is 22.25 credits.

The quad system promotes intense instruction. A student who misses a needed subject or fails it doesn’t have to wait for a second semester or new school year, they can re-take the course sooner.

The system also allows more ‘entry points’ for new students, said Moulton.

Another benefit of the quad system is that students can participate more regularly in the Registered Apprenticeship Program and even have more leeway with part-time jobs.

A RAP student wanting to be a mechanic, for instance, would have a hard time in a traditional school year finding a place to apprentice if they could only commit to an hour here or there. Being able to spend a morning or even full-day gives him better odds of finding an apprenticeship. This, in turn, helps him graduate since RAP credits are counted towards a diploma.

Some work experience placements turn into part-time jobs, which are easier to manage with larger blocks of time available.

But there are also downsides to the system.

Students who miss a week of school have missed the equivalent of two weeks in a regular system. Punctuality is important because of the intensity of the teaching and that can be difficult for many of the FNMI students, especially if they haven’t been attending school regularly.
 “It’s good that you only have two subjects to worry about,” said Ryleigh-Raye Clarke,an FNMI grade 11 student who has never attended high school under the traditional system.

Clarke, who grew up in High Level, is in the academic stream. Her parents emphasize education without making her feel pressured and university is “definite” for her.

Jenaya Salopree, in grade 12,completed grade six in Chateh. She plans to graduate, which is her father’s wish. While she has no career plans, she is considering being a mechanic, carpenter or pipe fitter.

Both Clarke and Salopree have work experience placements thanks to the quad system.

To gauge the success of the quad system, students, parents and teachers were asked for input. The majority was in favour of the system and, most importantly, many of the students were successfully completing their courses.

The quad system is only a schedule, points out administration.

“Don’t expect a schedule to do a miracle of improvement,” said Moulton. “It’s good teaching and student responsibility. The quad pressures you to have better attendance and focus more because it’s more intense.”