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ERIC Number: ED402367
Record Type: Non-Journal
Publication Date: 1996
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Fostering Resilience and Learning Success in Schools: 20/20 Analysis. Spotlight on Student Success No. 101.
Reynolds, Maynard
There are many difficulties in categorical programs for students with special needs as they are currently implemented. The technique of 20/20 Analysis is a simple and effective method of developing an integrative service delivery system in which students who show the least and most progress on significant outcome variables receive intensive study and instruction. The analysis consists of a two-phased process. In the initial phase, teachers and administrators select an area of learning and assess the achievement of students within that area using existing data. Achievement levels for students below the 20th percentile, or above the 80th, are identified as "low 20" or "high 20" groups for whom curriculum adaptation or intensive instruction are needed. This analysis provides a systematic outcome-based approach to meeting special needs of students. It allows for a reliable and cost-effective way to identify service needs as it undoes the current practice of labeling children. Focusing on the individual needs of students and promoting collaboration among professionals are benefits of 20/20 Analysis. Research results from elementary schools in a large urban district show that 79% of those children labeled as special education students and almost all in Chapter 1 program were in the "low 20." These results are predictive of the usefulness of 20/20 analysis. Three related publications are listed. (SLD)
Mid-Atlantic Laboratory for Student Success, 9th Floor, Ritter Hall Annex, 13th Street and Cecil B. Moore Ave., Philadelphia, PA 19122; phone: 1-800-892-5550; e-mail: lss@vm.temple.edu; http://www.temple.edu/departments/LSS.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.