Positive Approach to Student Success (PASS) Program


    The Gresham-Barlow School District offers a Positive Approach to Student Success (PASS) Program for students in grades K-8, located in selected schools throughout the district. Only students who have an Individualized Education Plan (IEP) are eligible to receive services through this specialized program. The selection of a specific program sites are determined by the Student Support Services Department and is based on student need, class size and the ability to provide services in a location as close as possible to the children’s neighborhood school. 

    The PASS program will support students who have specific behavioral needs that need more support than district level teams and Educational Resource teachers can provide. The program is designed to assist students in gaining the skills they need to successfully and actively engage in the academic process in the least restrictive environment. The focus of PASS is teaching students the skills necessary to regulate and self-monitor their behavior and prosocial development.




    PASS provides behavior education services to students with extra emotional and/or behavioral needs.  The primary setting in which these services are provided is the regular mainstream classroom.  PASS is founded on the belief that youth benefit academically and behaviorally from educational experiences with their appropriately behaved peers by participating in the general classroom activities.

    With ongoing support of a PASS staff, each student in PASS learns, practices, and implements individualized strategies that address targeted behaviors of concern.  The program is implemented in four phases using a sports analogy:

    Phase 1: Pre-placement (Draft) Less intensive interventions have occurred in the past and have been unsuccessful for behavior change.  The IEP team determines placement in PASS program.

    Phase 2: Orientation (Training Camp) Instruction is provided on classroom expectations, reinforcement systems, and social skills needed in the regular classroom.

    Phase 3: Inclusion and Maintenance (Playing the Game) Behavioral monitoring and coaching occur for students in the regular classroom.

    Phase 4: Aftercare (Retirement) Initial supports and reinforcements are gradually faded out.  At this phase, the students may begin transitioning back to their neighborhood school.

    Students receive continuous  feedback on their targeted goals across learning environments in effort to help the student gradually  learn to internalize and self manage his or her own behavior without the need for adult intervention (see Phase 4 above).  




    The instructional emphasis for students enrolled in the PASS program is on the teaching of lagging social/emotional/behavioral skills that impact student learning in the general education classroom.  The PASS program is implemented at the campus level, providing a highly structured setting with opportunities for students to access general education activities to practice their newly learned social/behavioral skills with adult monitoring and coaching.  Explicit social/behavioral skill instruction may occur in the PASS classroom or may be embedded in the general education classroom instruction.  

    Skills/Needs addressed may include:

    • Self management
    • Self awareness
    • Social awareness
    • Relationship skills
    • Responsible decision-making
    • Problem solving