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This book presents information about the design and provision of small group instruction to students who present persistent, ongoing learning challenges. This includes students who receive special education services as well as at risk students who need to be provided remedial instruction.At the outset, reasons for using a small group arrangement are offered. These include (a) limits to public school funding that do not allow for 1:1 instructional arrangements to be used with most students who present learning challenges, (b) the instructional efficiency that can be realized through small group instruction, and (c) the fact that group instructional arrangements predominate in schools'least restrictive environments.Subsequently, numerous details that instructors must attend to as they oversee small group instruction are discussed. These details include identifying which students will comprise a group and the specific curricula content they will be taught, designing an appropriate environment, and using data to drive the provision of effective and efficient instruction.While the primary audience for this book is preservice and practicing teachers, it is appropriate for anyone tasked to lead a small group. Further, the book's content can be applied to various curricula, including academic and functional (or life skills) content.

While there are many features of a response-to-intervention framework, two stand out as solid reasons why school personnel should be familiar with its basic structure. One reason is that it provides a sound protocol to account for the performance of every student. A second reason is that it provides a structure that is useful for figuring out how to refine instruction so that it is individualized to meet each student's needs.While this book can be useful to both beginning and experienced teachers, as well as other professionals who provide direct and indirect services to students, it has been written first and foremost with preservice teachers in mind. It should prove to be useful to these teachers by enabling them to identify the following:1.the knowledge and skills they need to acquire in their preparation program, 2.the questions they need to be prepared to ask and answer during a job interview, and 3.the work they need to perform in the role they will fill in a school that uses a response-to-intervention framework.

What actually became of the indentured servants and bonded immigrants who arrived in America during the colonial period? Were they able to cast off the shackles that had brought them here in the first place, and how long did it take? For his latest book, genealogist Robert Barnes traces the fortunes of more than 500 Maryland debtors.The main purpose of this work is to chronicle and categorize the life experiences of 519 persons who entered Maryland as indentured servants or, to a lesser extent, as convicts forcibly transported.