Positive Approach to Student Success (PASS) Teacher

What We Do

The Positive Approach to Student Success (PASS) Teacher provides services for students served through special education with significant emotional and behavioral needs. The purpose of the PASS program is to support students with severe behavior problems in a mainstream school environment.  The PASS teacher provides intensive, individualized social skills instruction, monitors student social and emotional progress in the mainstream classroom and corrects/re-teaches replacement behaviors when necessary.

Major Responsibilities and Duties:

  • Participate in the Pre-placement process, particularly in the development of Behavior Goals and Objectives when possible.
  • Provide behavioral instruction and oversight of academic instruction while the student is participating in the Orientation phase.
  • Support the general and special education teachers with behavior management of PASS students who have returned to the mainstream classrooms.
  • Establish and maintain regular daily or weekly parent/guardian contact.
  • Supervise PASS data collection and analyze data to revise or refine student behavioral instruction.
  • Organize weekly PASS team meetings and share student data with team members.
  • Provide PASS staff development regarding the program for school personnel and parents.
  • Maintain all student and program records.
  • Manage crisis situations that involve PASS students.
  • Supervise the PASS paraprofessionals.
  • Attend monthly PASS Program meetings facilitated by district personnel.
  • Maintain Nonviolent Crisis Intervention (NCI) certification.
Positive Approach to Student Success (PASS) Program Expectations

Train mainstream staff how to:

  • Use the PASS Monitoring System and monitoring tokens
  • Manage individual student’s behavior
  • Implement intervention strategies on student BIPs
  • Respond to crisis situations (procedures)
  • Identify target behaviors based on student’s BIP (Behavior Intervention Plan), FBA (Functional Behavioral Assessment), and FIE (Full and Individual Evaluation)

Create classroom environment:

  • PASS schedule is posted which is generic and applies to all students which includes frequent changes in activity (15 – 30 minutes) and a mixture of activities such as direct instruction, social skills role play, and independent seat work.
  • Environment is sterile and neutral to emphasize the appeal of the inclusion setting
  • Social skills posters are displayed with current lesson(s)
  • PASS procedures are posted
  • CHAMPs expectations are visible
  • A PASS Room Log is visible and maintained

Create the T-chart of alternative behaviors developed by the student and teacher together and frequently review with the student.

Maintain a Student notebook/portfolio for every student (updated weekly) that must include:

  • T-chart of alternative behaviors developed by the student and teacher together
  • Student daily schedule
  • PASS Tracker Data
  • Reinforcement/preference assessment
  • Copies of IEPs/BIP/ behavior goals and objectives
  • Copies of IEP progress reports
  • Copies of general education report cards and progress reports
  • Parent contact log

Teach the PASS redirection script to PASS students.

Monitor student’s behavior in mainstream classrooms at required intervals.

Maintain a monitoring clipboard for each staff member with a monitoring sheet, student T-charts and PASS FBA worksheet.

Input monitoring data into the PASS tracker daily.

Teach daily and/or weekly social skills lessons based on student and target behaviors, to increase and maintain positive, pro-social behaviors.

Assist students in identifying emotions, triggers, physical cues, and alternative behaviors.

Teach and model for students how to utilize replacement behaviors, employ calming strategies, and follow classroom expectations.

Teach students multiple forms of “Cool Off” including, but not limited to, at their desk, in the PASS room, and a separate location in their general education classroom as determined by the PASS teacher and general education teacher.

Create and maintain a PASS store that is specifically tied to student’s behavior progress.  This should be an incentive that students earn based on daily and weekly percentages (via PASS tracker).

Collaborate with campus and district personnel to provide the most appropriate services for students participating in the PASS program.

Use effective verbal management techniques:

  • Use at least 5 positives to 1 negative at all times.  Provide continuous, specific feedback to each student regarding his/her performance both verbally and non-verbally.
  • Speak in a calm, non-emotional manner and show respect for the students.

Maintain at least weekly (if not daily) communication with parents and avoids calling parents/guardians only to report negative behavioral issues.

For secondary, monitor and review credit requirements and transcripts for individual students.

Follow NCI (Non-violent Crisis Intervention) procedures for de-escalation and restraint.

Additional Resources