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Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who came from low-income homes and who were predominantly boys who had learning difficulties. It was concluded that more technological resources were needed in Non- traditional schools. The Alternative Pathways to Secondary Education (APSE) program has a high accountability measure which helped to improve students’ performance in Literacy. The researcher recommends increased personnel in guidance departments to stem behavioral issues, policy development for increased technological integration in schools, and more accountability measures for students.

Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica