Portable Assisted Study Sequence (PASS) Program

Characteristics of these students include:

recent arrival in the U.S. (5 years or less)
adequate formal schooling in native country, though they may be below grade level and lack school records
traditional EL program sequence meets their needs
difficulty passing district proficiency exams
academic achievement in terms of grades comparable to rest of school
low performance on standardized tests when administered in English

These students are frequently considered as "traditional" immigrant students. For the most part, they enter school with very little or no English proficiency. They may or may not have had some exposure to the formal study of English. However, they have had a formal educational program in their native country. These students are challenged with the need to master English quickly in order to pass the district/state minimum high school proficiency exams, as well as completing all district high school graduation requirements. They must also meet district and state content and performance standards. Given this, time becomes the critical factor for these students.

These students need an accelerated ELD program that is rigorous, yet flexible. They must be able to progress at their own rate, not in lock-step. Opportunities to move between levels must be frequent (at quarter or semester if appropriate.) Attention to content instruction is also important. These students need to successfully complete the high school course of study. Their program must reduce the language barrier either through primary language content instruction, assistance from Bilingual Instructional Assistant and/or other forms of language assistance.

Delaying enrollment in higher end courses until they master English is not an option. It is also important that these students be given credit for course work already completed in their native country. The typical four year pathway may not apply for these students. In many cases they will require an additional year of high school or be given an opportunity to transition to other programs such as Adult School. In all cases it is important that these students be counseled correctly, be made aware of the challenges ahead of them and be given a definite learning plan that will enable them to successfully complete high school.

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	Traditional Immigrant Students
		Characteristics of these students include: recent arrival in the U.S. (5 years or less) adequate formal schooling in native country, though they may be below grade level and lack school records traditional EL program sequence meets their needs difficulty passing district proficiency exams academic achievement in terms of grades comparable to rest of school low performance on standardized tests when administered in English These students are frequently considered as "traditional" immigrant students. For the most part, they enter school with very little or no English proficiency. They may or may not have had some exposure to the formal study of English. However, they have had a formal educational program in their native country. These students are challenged with the need to master English quickly in order to pass the district/state minimum high school proficiency exams, as well as completing all district high school graduation requirements. They must also meet district and state content and performance standards. Given this, time becomes the critical factor for these students. These students need an accelerated ELD program that is rigorous, yet flexible. They must be able to progress at their own rate, not in lock-step. Opportunities to move between levels must be frequent (at quarter or semester if appropriate.) Attention to content instruction is also important. These students need to successfully complete the high school course of study. Their program must reduce the language barrier either through primary language content instruction, assistance from Bilingual Instructional Assistant and/or other forms of language assistance. Delaying enrollment in higher end courses until they master English is not an option. It is also important that these students be given credit for course work already completed in their native country. The typical four year pathway may not apply for these students. In many cases they will require an additional year of high school or be given an opportunity to transition to other programs such as Adult School. In all cases it is important that these students be counseled correctly, be made aware of the challenges ahead of them and be given a definite learning plan that will enable them to successfully complete high school.

Traditional Immigrant Students