John Adams High School

John Adams High School needed intensive intervention for ENL students who had not yet passed the ELA Regents exam. Some students entered the program with previous exam scores in the 20s and needed a higher level of support than they could receive through classroom instruction alone.

The target group included repeat test-takers, students with interrupted formal education, and seniors for whom passing the exam was especially important. School leadership wanted a Tier 2 and Tier 3 intervention that could combine classroom access with highly targeted individual attention.

K.T. provided a combination of push-in, small-group, and one-on-one tutoring. Within classrooms, he worked alongside teachers and supported a targeted group of students during the lesson. He also met separately with students who needed more focused Regents preparation or additional explanation.

Bilingual support was central to the program. K.T. helped students understand challenging content in their first language, then connect that understanding to the English-language reading and writing demands of the exam. He collaborated across classrooms, adapted to different teachers' approaches, and made himself available whenever students needed additional help.

• Spring 2026
• ELA Regents intervention
• ENL + multilingual learners
• Tier 2 + Tier 3 support
• Push-in + pull-out tutoring
• Small-group + one-on-one instruction

Among the two students with complete pre/post Regents data, scores increased by an average of 41.5 points. One student improved from 55 to 75, while another moved from 6 to 69.

K.T.'s impact extended beyond scheduled sessions. He worked closely with every teacher, built strong relationships with students, and regularly gave students additional time during his lunch breaks. School leadership credited his dedication, teamwork, and commitment to student success and expressed a clear desire to have him return the following year.