IAP PowerPoint Presentation Files
(last updated 10-11-04)
The IAP is pleased to provide the following MS Office PowerPoint presentations for use by other professionals engaged in training or independent learning.. The first 6 selections are viewable in your browser (not downloadable as a separate file) simply click on the title of a presentation. For the following files Click on the title of a presentation and follow the instructions for saving the file on your hard drive. With one exception, the files are self-extracting zip files (.exe) and need to be "run" from the DOS prompt or the "Start" menu in Windows. "Running" each file will result in the complete file being unzipped on your hard drive and in the current designated directory.
Please note the size of each file. Some of the files are very large and will take considerable time to download via a phone modem connection. A high speed internet connection is recommended for the larger files.
Files not created by Dr. Kevin McGrew or IAP are presented "as is" on behalf of the respective author. These files are offered as a professional courtesy and do not necessarily represent the positions of IAP nor should they be construed as an endorsement by IAP.
DON'T HAVE POWERPOINT ON YOUR SYSTEM? If you do not have PowerPoint installed on your computer, a free downloadable PowerPoint Viewer can be obtained at the following site. http://office.microsoft.com/downloads/2000/Ppview97.aspx
* These files are PowerPoint slides saved within a single Adobe Acrobat Reader file (pdf). [ If you need a copy of the free Acrobat Reader program in order to view the report, click on the the following address: (http://www.adobe.com/prodindex/acrobat/readstep.html#reader) ]. The file can either be viewed on-line (via a standard left click) or can be saved to your hard drive by right clicking on the title and using the "save target as......"
According to Dr. Shinn his file....
" represents a presentation given to school districts across the country about a Problem-solving Service Delivery system that makes more sense than “identify ‘em, seclude ‘em” or “late labeling.” Although it builds upon the use of CBM, it is worth noting that the service delivery system is not predicated on its use. Any way of identifying (as a first step) whether a student has a severe basic skill problem that warrants direct special education service or that has minimum basic skills but needs indirect special education services for success in grade equivalent content area classrooms can suffice. It is worth noting that the skills necessary to support students with low, but acceptable basic skills typically are not in the repertoire of either special or general education teachers (or many school psychologists) but have been demonstrated repeatedly to improve outcomes across the spectrum"
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