Nicole Pyle, Ph.D., is an Assistant Professor of Adolescent Literacy and Secondary Education in the School of Teacher Education and Leadership at Utah State University. Her research interests include interventions for youth at-risk in secondary education, adolescent literacy, dropout prevention, college readiness, effective instructional practices, and multi-tiered interventions in inclusive settings. She was the recipient of the 2009-2011 IES Postdoctoral Fellowship on Reading Disabilities and Response to Intervention with Dr. Sharon Vaughn at the University of Texas at Austin. Dr. Pyle serves as an Institute Fellow in The Dropout Prevention Institute at The Meadows Center for Preventing Educational Risk. She has more than 8 years of experience as a middle school and high school special education teacher.
AAPF17 Sessions:
A Synthesis of Academic Interventions for Students in Alternative High Schools
Dr. Nicole Pyle, an Associate Professor in the School of Teacher Education and Leadership at Utah State University, and Sally Brown, who is conducting her dissertation about youth with reading difficulties in an alternative high school, will provide a systematic review of the academic interventions implemented in alternative high schools from 1970 to 2016. Limited, high quality research studies are available to inform researchers and educators of effective academic interventions to improve academic outcomes with youth who attend alternative high schools. The presenters will review the limited research base, highlight the most effective instructional strategies implemented in academic interventions, and suggest possible future research and implications for practice.
Past AAPF Sessions:
L-ACT (Literacy for Access to College and Texts): Utah Alternative High Schools College Readiness Partnership Participants will learn about a state-funded project to support alternative high school students to become college ready. The Utah Alternative High Schools (AHSs) College Readiness Partnership is a collaboration between Utah State University and three AHSs in Utah to increase the number of underrepresented juniors and seniors who achieve ACT college-readiness benchmarks, read more proficiently, apply for college, and complete FAFSA by participation in ACT online tutorials, reading/content intervention sessions, college application and FAFSA events, and a college tour. The creation of an AHS State Leadership Team aims to improve AHS students’ college readiness by recommending effective strategies to prepare for and enroll in college, and developing an effective model for AHSs to implement for program sustainability. In Spring 2016, we implemented this project at one pilot AHS. In the Fall, the project will be implemented at three AHSs. Preliminary data from the pilot project will be presented and discussed along with a review of challenges and successes currently being implemented in the three AHSs.
