Pareto Principle Interview

Pareto Principle Interview

Tiffany Dewalt
University of St. Thomas
EDUC5320 Exceptionality in Todays School
Dr. Randy Soffer
November 25, 2013

Pareto Principle Interview

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Pareto Principle Interview

Introduction
The term Pareto Principle is also known as the 8020 rule, which means that
approximately 80 percent of the effects come from 20 percent of the causes. This
concept was named after an Italian economist, Vilfredo Pareto, who observed in 1906
that about 80 percent of the wealth in most countries was controlled by a consistent
minorityabout 20 percent of the people (Mathison, 2005, p. 291). He developed this
principle by observing 20 percent of the pea pods in his garden contained 80 percent of
the peas. The principle has been expanded beyond its economic use and reflects the
notion that most of the results (of a life, of a program, of a financial campaign) come
from a minority of effort (or people, or input) (Mathison, 2005 p.291). However, this
concept became a common factor with many entities and education. In the special
education arena, this principle translates into 80 percent of special education
challenges/problems coming from 20 percent of the special education
personnel/students/family members (Soffer, 2013, p. 6). In regards to education, I
wanted to expand my knowledge about the 80:20 rule to see how it applies to special
education in HISD. I Interviewed a Program Specialist, at Oak Forest Elementary and 4
other elementary campuses.
Interview
November 15, 2013, I introduced the term Pareto Principle to Charles White and
to my surprise, he has some knowledge about the 80:20 principle. I continued to explain
my class project and asked if he mind if I asked him a few questions about his
challenges in regards to the 80:20 rule.

Pareto Principle Interview

First, I questioned the program specialist, what is his 20 percent that occupies 80
percent of his time. The program specialist stated that his 20 percent is the students
that are not identified with a disability that needs additional services and students that
are correctly identified. For example, a student that has been identified with autism, but
clearly has some behaviors that fall under the emotional disturbed umbrella (Program
Specialist, 2013). I proceeded to the next question; what are the challenges/issues that
they are addressing within the 80 percent window of time. The program specialist stated
that his challenges are the parents of the students that are denying that their child is
having an educational or behavior struggle (Program Specialist, 2013). He went on to
say that he addresses the identified problems by trying to get the parents more involved
in their students educations, implementing interventions, and having frequent parentstaff conferences. He also collaborated with other staff members such as psychologist,
diagnosticians, and therapist to see if other supports are available to help support the
student in accessing their academic potential.

Reflections
1. After reviewing the interview, I was surprised by The program specialist challenges
being the unidentified population and student they may be identified incorrectly in
special education. To get a full understanding of the unidentified population, I look at
my campus profile of students that are working with the intervention specialist to see
if I can find any validity in what he said. I found that there are many students that
have difficulties in school but have not been identified. The classroom teachers are
implementing strategies, but students need more support. The parents do not agree

Pareto Principle Interview

that their child is having difficulties and believe that the teacher are not putting their
best foot forward. According to Mental Health America one in five children has a
diagnosable mental health problem, yet nearly two-thirds of them receive little or no
services (Mental Health American, 2013). As the department chairperson, I have
seen students that have a diagnosis, but could possibly have multiple disorders. For
example, a student in my classroom is labeled ID, SI, and OHI, but from working
with her and based on her most recent evaluation she has some characteristics of
Autism. However, because of the severity of her disability testing is very limited.
During one of the students ARD meetings the evaluation specialist stated to the
parent that her child demonstrates characteristics of a student with autism but her
parent refused the statement. The program specialists statement seems to be pretty
intense but accurate, based on the students data.
2. I liked that the program specialist collaborates with the staff, parents, and other
support members. When it comes to student with disabilities, it is in the best interest
for multiple certified professional to collaborate to find the best practices for that
student. If they are not provided the best practices the students will be at risks for
poor academic performance and behavioral problems that will cause them not to be
successful. For students that have behavioral concerns, when not controlled, can
negatively affect the whole class environment. It is imperative that we understand
the characteristics of the different disability categories to properly assist individuals
with recommended educational strategies/ interventions. If students are not
identified or not properly identified, their disabilities can affect how the student
functions at schools and home.

Pareto Principle Interview

3. I believe that The program specialists is putting great effort in handling his 80-20
challenges. Though, I would offer some form of parent education to help the parents
understand the effects of students education that are not identified or incorrectly
identified. I want the parent to understand that we are on the same team that they
are on. If I can build a partnership with the parent and include the parent's
perspective on the students education, everyone will gain some benefit. The
parents will need to understand when a student has disabilities, we are obligated to
provide a Free and Appropriated Education (FAPE) to the student and the student
will be placed in their lease Restrictive Environment (LRE). Therefore, a student with
a disability can continue services in the general education population with additional
supports. Many parents fear special education because of the label and the old pull
out methods.
4. The result of this assignment reflects back to this course because it related to
multiple chapters in the textbook. Chapter four discussed the importance of
collaborating with in a special education program. The collaboration would include
certified staff members and parents prospective. Some of the other chapters
discussed addressing the disproportionate representation of special education, and
the laws that guides special education and the roles of different professionals who
works in the field. Most importantly, majority of the chapters discuss the
characteristics of the different disabilities. The discussion identified the history of the
disability, what they are, the causes, how to identify, and how students function with
these exceptionalities. Lastly each chapter discusses how to apply the learned
information to implementing the correct strategies to assist a student when needed.

Pareto Principle Interview

The textbook and the class assignments helped bring all the pieces together for this
assignment.

Pareto Principle Interview

References

Friend, M. (2014). Special Education: Contemporary Perspectives for School Professionals

(4th ed.), Boston: Pearson Education, Inc.
Mathison, S. (2005). Pareto Principle. In Encyclopedia of Evaluation (pp. 290-291). Thousand
oaks: Sage Publications. DOI: http://dx.doi.org/10.4135/9781412950558.n394
Mental Health America. 2013. http://www.mentalhealthamerica.net/recognizing-mental-healthproblems-children
Program Specialist. (2013, November 15). Program Specialist. (T. Dewalt, Interviewer)
Soffer, R. (2013). Syllabus. Exceptionality in Todays School. Houston, Texas.