Present Levels of Performance CarrieCarrie is a six year old .docx

Present Levels of Performance: Carrie
Carrie is a six year old kindergartener who was diagnosed with
a moderate hearing loss at the age of three and wears a hearing
aid for her left ear. Carrie’s parents noticed that there was an
issue with her hearing very early on. She would not turn when
someone said her name or there was a loud noise. Carrie’s
hearing loss became more evident when she began preschool.
She was still unable to hear most noises and her speech was
significantly delayed.
Carrie’s parents took her to an audiologist for a full battery of
hearing tests. It was determined that she had a moderate
hearing loss in one ear only. Carrie received a hearing aid for
her left ear at that time.
Due to her hearing impairment diagnosis, Carrie began to
receive special education services in hearing and speech. She
quickly began to make progress in her speech and her academic
progress improved as well. Due to the time she was not able to
hear well, Carrie is still one grade level below her peers in all
academic areas.
HY 1120, American History II 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Describe the impact of industrial expansion on the evolution
of big business in the United States.

2. Identify the influences toward urban blight in the 19th
century America, including immigration, political
machines, and government corruption.
3. Compare and contrast the turn of the century values of
Twain’s Gilded Age and the Progressive Era.
3.1 Compare the rise of leisure, both private and public, in
America in its most common forms and
its impact on society, including issues like segregation and
access to opportunity.
Reading Assignment
To gain further knowledge of the material, please view the
PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details
not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of
people towards key topics.
For the Unit II PowerPoint, please click here. For a PDF version
please click here.
Lazarus, E. (n.d.). The new Colossus. Retrieved from
http://www.poets.org/poetsorg/poem/new-colossus
Unit Lesson
In Unit I our focus was introducing the realities of Twain’s

Gilded Age. The issues of greatest note
reverberated around the need and opportunities for reforming
the changing populations and attitudes of post-
Reconstruction, and also the widening economic gap, which
thrived on the theory of Social Darwinism. As the
U.S. steamrolled towards the 20th century, again the nation
would attempt to build a truly Progressive Era.
This last quarter of the 19th century witnessed a renewed
industrial age and a rebuilding of America as a
global culture.
First person, Anachronism, and Bias
Continuing our introduction to the purpose of historical study,
this era provides us the opportunity to embrace
the first-person perspectives, a key part of observing intention
and effect separate from our modern views,
morals, and expectations. When working with first-person
perspectives in history, it is most common to find
individual accounts, immediate reports, and incomplete
investigations. However, when beginning this type of
research, it is necessary to be aware of two common issues that
share the potential for misrepresentation:
anachronism and bias.
Anachronism and bias, though often linked, are significantly
different from one another and have separate
roles. A quick comparison would be that anachronism is
unintentionally studying based on modern morals,
whereas bias is the more conscious intention to argue a
perspective and may be present during or after the
event or issue.
When we put today’s values or perspective on the past, it can be
called anachronistic. An anachronism can
be loosely defined as a biased observation of past events

clouded by modern morality and perspective. This
is all too commonly a practice at all levels of study and writing.
It is an issue that historians, especially, have
to carefully watch for when reading and researching. This unit
will challenge you with the introduction of
UNIT II STUDY GUIDE
Progressive Era
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/HY/HY1120/15J/Unit_II_PPT.ppsx
ral_Studies/HY/HY1120/15J/Unit_II_PPT.pdf
UNIT x STUDY GUIDE
Title
multiple morally taxing situations, and it is important to accept
this early opportunity to build a strong
foundation for what will be studied in the remaining units.
Bias is not necessarily a bad thing, as it is essential for
argument and warranting the fairness for all sides.
However, for the unknown reader, bias can be akin to falling for
a one-sided or incomplete opinion. We accept
and expect bias to be on display everywhere today—from news
networks to car sales. This was no different in

earlier centuries, and it is vital that this be taken into account
when looking at documents such as first-person
accounts, newspaper clippings, and political writings. To
prepare for this, always be sure to ask the following
when researching and reviewing: who is speaking, what
perspective would most benefit them, and who is
their target audience? When these answers are clear, then bias
can be a wonderful tool for researching an
argument and preparing a defense, which is a necessary skill for
many professions.
Urban Sprawl
With the era of Reconstruction now fading as a distant memory,
the urban sprawl that America had
experienced leading into and during the Civil War was once
again on the rise—this time with greater needs
for integration and new levels of poverty as well as a more
spread out opportunity.
During America’s first mass migration and industry, the
majority of opportunities were limited to the East
Coast cities of Baltimore, Boston, and New York. However,
with the vast majority of its infrastructure
(including roads, waterways, and railroads) still intact after the
war, business was able to continue booming.
Those who could afford to move inland did; new centers of
industry thrived in Chicago, Cleveland, and
Pittsburg by welcoming the world’s migrants to compete with
the coastal monsters. Immigrants from all across
Europe now jumped at the American promise they heard and
dreamed about, but little did they know about
the truth behind these rumors.
For the migrant family, the move to the U.S. was a way to
escape poverty, oppression, or political dangers.

Some came as families, others as individuals, but all came with
a dream of a better life for the younger
generations. What many found, however, were feelings
reminiscent of much of the anti-abolition sentiment
heard throughout the country prior to the Civil War.
What was unique about these voices was that they often came
from those who had only migrated two to three
decades earlier. One of the most unique outcomes was that light
skin color was no longer a guarantee of a
better situation. Still, the reemergence of Jim Crow laws (so
named after a popular old minstrel song) and
attitudes impacted African Americans during this time. Many
cultures met together, and all needed to
assimilate to the American stereotype to find any success.
While America has often been called a melting pot,
many liken it more to a tossed salad. This feeling was not
unique to industrial hubs, either. The West Coast,
which had once received large populations during the Gold
Rush, now housed the oppressed. Lessons
learned from the war about freedom and equality were quickly
forgotten.
Mexican workers hired by the railroad in the late 1800s made
less than other ethnic groups. By 1880, there
were more than 100,000 Chinese in the United States, and they
as well as other ethnic groups would often
live in segregated neighborhoods and go to segregated schools.
Anti-immigration laws severely limiting the
number of Asians allowed into the country began to be passed.
These conditions were not lost on the world stage. Foreign
ministers in the U.S. saw and spoke out against
the violence and horrific conditions. However, around this same
time (specifically 1886), a message to the
contrary would debut in the New York Harbor in the Statue of

Liberty. She stood in full view, ready to receive
the world’s most desperate into her guidance. Inspired by her
predecessor, the Colossus of Rhodes, she was
a wonder to behold and a symbol of strength for those who
needed it most. Her inscription and purpose was a
clear welcome for these weary travelers: “Give me your tired,
your poor, Your huddled masses yearning to
breathe free” (Lazarus, n.d.). However, many would come to
question if this was a true representation of the
America they were about to enter. (For more information see
http://www.poets.org/poetsorg/poem/new-
colossus).
Tarnished Dream
After passing Liberty Island came the first real introduction to
this land of opportunity: Ellis Island. As a center
for the processing and recording of the vast majority of
immigrants who came to the U.S. during this period,
Ellis Island was an essential trial for entrance into the nation. It
was also a place of uncertain welcome for
UNIT x STUDY GUIDE
Title
many–names were shortened and Anglicized, measurements and

health were scrutinized. For a significant
population, it was the first glimpse of their future as a cog in
the political machine.
For the lower class, what they expected was simple yet all too
often unfulfilled. Tenement buildings were
cheap housing for the entire family, with barely the minimum
necessities provided (see PowerPoint). Sickness
was common due to poor sanitation and malnourishment, jobs
were difficult to find, and often the entire family
would have to work in sweatshops, factories, or mills in order to
afford basic needs.
There were some champions of the poor, however. The machine
was a political entity which, for the promise
of their vote, would promise to support, feed, employ, or grant
other benefits to supporters who were often
fresh immigrants from the same area as their assigned recruiter
(a good look at this is provided in the movie
Far and Away with Nicole Kidman and Tom Cruise).
As well-intentioned as this sounds, however, these actions were
often quite unscrupulous. Grafters, the
leaders of these machines, would be professional thieves. Even
the most successful machine politicians,
such as the leader of New York’s Tammany Hall, “Boss”
Tweed, would end up with lengthy prison sentences.
These bosses knew whom they needed to keep happy and how to
guarantee those votes. Their work with the
struggling migrants put them in a historically complex position,
somewhere between the hero Robin Hood and
the master criminal Al Capone. These machines popped up in
almost every major American city near the turn
of the century and drew questions about how progressive this
time really was.

Increased Leisure Time—for Some
For the upper class, expectations could not be more different.
These elite few lived in posh suburban or rural
houses with the latest amenities. For those who had to venture
to the city, they found use in public
transportation to limit their time there and enjoyed the growing
leisure scene in their free time. For example,
amusement Parks such as Coney Island began to spring up.
These were also the people who had the time to
go bicycling and play tennis. While the wealthy were having fun
in their leisure time, the working masses had
little to no free time.
Some characteristics of labor of the time would include a
workweek consisting of more than 84 hours.
Workers would often work 12-hour days, seven days a week.
The average weekly wage was six to seven
dollars, or approximately $490 per year. There was no workers’
compensation for on-the-job injuries, no
health insurance, and no social security. If anything happened to
the wage earner, the family often lost all,
starved, and fell apart (a good look at this is in the 1906 novel
The Jungle by Upton Sinclair).
What would emerge from this disparity would help lead to many
of the reforms we have today: unionization.
The two primary union groups before the 20th century, the
American Federation of Labor (AFL) and Knights
of Labor (KOL), would find ways to gain support from
experienced and skilled workers and sometimes even
laborers. Together, they would strike with their refusal to work
until conditions were better. All too often, this
benefitted the middle-class workers more than lower classes,
which could be easily replaced. However, this
was a step toward a safer and a more lucrative environment. A

good example of this early unionization is the
Great Railroad Strike of 1877. As well-intentioned as these
organizations were, however, they sometimes
failed. Where they failed, others would jump on these
opportunities to make a statement, though these
gatherings were usually less organized and all too often ended
in disaster or violence.
With many in the upper class able to employ house servants,
and with the required time in the cities now
limited, new amusements became more common across
America. Dances, social clubs, and other such
leisurely pursuits were not new, but became a more common
staple, as well as a more attractive way to look
for a family. Such leisure was not only for the rich, however;
the Progressive Era would introduce a new kind
of attraction that provided leisure opportunities for all classes
to enjoy together. Professional and individual
sports motivated leisure time, most significantly baseball, but
with significant interest also being given to horse
racing and boxing. Travel, too, became more common, though
with limited infrastructure in place, this was still
a growing trend.
Reform and Political Upheaval
Another growing trend was the resurgence of many reform
movements (See PowerPoint). The goal of
women’s suffrage had not lost any steam through these
changing atmospheres. Instead, it gained an ally in
Wyoming, which was the first state to allow women to vote. It
saw the rise of a new banner: the National

UNIT x STUDY GUIDE
Title
American Woman Suffrage Association (NAWSA), under the
leadership of the charismatic and politically
connected Frances Willard, Elizabeth Cady Stanton, and Susan
B. Anthony. Though their times as reform
leaders were quickly dwindling due to their age, there continued
to be success in the West, which was
desperate to attract women to ensure the population. It would be
successes in states such as Idaho,
Colorado, and eventually other Western states, that would
provide the necessary support to take the suffrage
debate to the national scene.
The 19th century, though, would end on a sour note. A stock
market crash in 1893 put America in the grips of
a depression that led to the resurgence of class warfare,
violence, and the destruction of what had once been
welcome atmospheres, such as the Chicago World’s Fair.
Depression was not new to American workers, but
this was the first such time with the advantage of unionization
tactics. However, as the Homestead lockout
showed, this did not mean that the wealthy industrialists were
going to back down, either. From another
aggressive protest, the Pullman boycott of 1894, a new
American political figure would emerge who will be
more of a focus in a later unit: Eugene V. Debs. Once a union
leader, he would become a political contender
early in the following century.

In the wake of these economic changes, there was also a
significant political upheaval. New alliances were
created based on like minds, the strongest of which would be
the Farmers’ Alliance, which would become the
People’s (Populist) Party. The elections of 1892 and 1896 would
see an upsurge in support for the Populist
platform, and an eventual merger with the Democratic Party.
However, with the majority of support coming
from individuals, and not seasoned politicians, what looked like
a growing political movement was soon shut
down before gaining significant national influence. The U.S.
remained a two-party nation with the comfortable
election of Republican candidate William McKinley.
The last role of the U.S. in the 18th century was that of a rising
world power. Though it would not be deemed
a superpower for another two decades, war would be the means
towards securing the U.S. as an imperial
force and expanding its influence beyond its natural borders.
The near annexation of Hawai’i in 1893 was only
the first action taken; the U.S. would next make its way to
China in hopes of gaining traction in the lucrative
trade market that had long been dominated by Western European
powers.
The setting for this entrance would be based in offering support
during a civil conflict named the Boxer
Rebellion. This exercise produced two doctrines of great
significance. The first was the 1823 Monroe
Doctrine, which had threatened war against any European power
who attempted to colonize the Western
Hemisphere, which involved the promise that the U.S. would
not invade the Eastern Hemisphere. The second
was the Open Door Policy, which positioned a place for U.S.
trade in China. By forcing its way into China, the
U.S. essentially negated its own isolation doctrine and became a

truly international force.
The U.S. had set up battle lines in the wake of previous
occupation, but now felt it had enough strength to
ward off any potential further threats to its claimed property
and neighbors. With various U.S. interests now
being claimed within Mesoamerica, the first chance to defend
this new international position would come in
1898. Spain occupied Cuba, and the U.S. wanted to extend its
reach into the Philippines. With the aid of
some creative stories and pictures, known today as yellow
journalism, politicians convinced the American
people of the horrors of Cuba’s situation, even when the few
American financial interests in Cuba were
forfeited in fear of full-scale conflict.
On the night of February 15, 1898, the Maine, a battleship that
had been sent to stress a U.S. presence in the
situation, mysteriously blew up, and the U.S. had its war. Spain
would prove to be less than a challenge, and
the U.S. would gain its presence in Southeast Asia with power
over the Philippines. However, demanding this
continued presence turned Filipino allies against the U.S., and
the U.S. would lose almost all progress it had
gained in the Eastern Pacific.
At the close of the 19th century, the U.S. looked significantly
different than it had even 30 years earlier.
Growing business successes and populations provided the once
isolationist nation a feeling of superiority and
a lust for expansion into new regions to monopolize its trade
interests and for military positioning throughout
the world. The next century would again challenge this
isolationist policy when the U.S. would be
unexpectedly thrust into the Great War. This was the first
modern war and the beginning of its role as a true

world superpower.
Using this understanding, it is highly suggested to look again at
the different political and nationalistic groups.
What kind of society was desired in the U.S., and were the
differences that divided these political factions
UNIT x STUDY GUIDE
Title
really so different from one another? Was division inevitable
due to the widening economic differences, or
could stronger management have appeased all sides? These are
questions that will lead directly into the
brewing conflict in the next unit.
Reference
Lazarus, E. (n.d.). The new Colossus. Retrieved from
Suggested Reading
To enhance your understanding of pivotal moments in history

from World War I, specifically about the role of
the Canadians and the significance of Passchenaele, a Belgian
village, see the following:
It’s History. (2015, August 26). The Boxer Rebellion I history
of China. Retrieved from
https://www.youtube.com/watch?v=0l4C3vZudZI
To view the layout for tenement housings that were common
throughout large cities, please see the page
below.
Columbia University. (n.d.). Two so-called dumbbell
tenements—types built on a 50-foot lot under the old law.
Retrieved from
http://ci.columbia.edu/0240s/0243_2/slides/0243_2_104265.htm
l
Learning Activities (Non-Graded)
Power Point
For a review of the key terms of the unit, click here to access
the interactive Unit II Flashcards in PowerPoint
form. (Click here to access a PDF version.)
Non-graded Learning Activities are provided to aid students in
their course of study. You do not have to
submit them. If you have questions, contact your instructor for
further guidance and information.

https://www.youtube.com/watch?v=0l4C3vZudZI
http://ci.columbia.edu/0240s/0243_2/slides/0243_2_104265.htm
l
ral_Studies/HY/HY1120/15J/Unit_II_Flashcards.ppsx
ral_Studies/HY/HY1120/15J/Unit_II_Flashcards.pdf
Special Education Department
Individualized Education Program (IEP)
Student Name: Student Data/Cover Sheet (Form A-1) IEP
Meeting Date:
Student ID: DOB:
Demographic Information
Student Number:
Student Name:
Birthdate:
Gender:
Grade:
Student Address:
Home Phone:
City, State, Zip:
Parent 1 Name:
Parent 1 Relationship:
Parent 1 Address:
Home Phone:

City, State, Zip:
Work Phone:
Parent 1 Email:
Parent 2 Name:
Parent 2 Relationship:
Parent 2 Address:
Home Phone:
City, State, Zip:
Work Phone:
Parent 2 Email:
Primary Language of Home:
Primary Language Survey Date:
Primary Language Survey Results:
Language of Instruction:
Home District:
Attendance District:
Service Coordinator:
Home School:
Attending School:
Vision Screened On:
Results:
Hearing Screened On:
Results:
Meeting Date:
Anticipated Duration of IEP:
To
Re-evaluation Due:
Current Evaluation:
Special Education Primary Category #1:

Special Education Eligibility Category #2:
For Students with SLD only, the following area(s) of eligibility
was/were previously determined:
Level of Services: (A)
Type: of Meeting:
Date Meeting Notice Sent to the Parent(s):
Date Procedural Safeguards given to the Parent(s):
Student Name: Student Data/Cover Sheet (Form A-2) IEP
Meeting Date:
Student ID: DOB:
The following persons participated in the conference and/or the
development of the IEP. Additionally, parents have been given a
copy of their rights regarding the student’s placement in special
education and understand that they have the right to request a
review of their child’s IEP at any time.
Position/Relation to Student Participant
Date (MM/DD/YY)
*If during the IEP year the student turns 16, if the student is not

present at the IEP meeting, the service coordinator must review
the IEP with the student and obtain the student’s signature and
the date of this review.
Student Name: Student Data/Cover Sheet (Form B) IEP Meeting
Date:
Student ID: DOB:
PRESENT LEVELOF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE
Section 1: Current IEP Information
Goal Number Written:
Summarize special education services the student is receiving:
Section 2: Evaluation Information
Areas of Eligibility:
Special Education Primary Category:
For students with SLD only, the following area(s) of eligibility
was previously determined:
Section 3: Present Level of Academic Achievement
READING
WRITING

MATH
Student Name: Present Level of Academic Achievement and
IEP Meeting Date:
Student ID: Functional Performance (Form B) DOB:
Parent’s Input on Student’s Current Academic Achievement:
Current Classroom-Based Data:
State and District Assessments:
Section 4: Functional Performance
Social Emotional and Behavior:
Student Name: Present Level of Academic
Achievement and IEP Meeting Date:
Student ID: Functional Performance (Form
B) DOB:
Parent’s Input and Student’s Current Functional Achievement:
Summary of Work Habits:
Section 5: Summary of Educational Needs
Student Name: Considerations Form (Form C) IEP
Meeting Date:
Student ID: DOB:

ADDITIONAL DOCUMENTATION/CONSIDERATION OF
SPECIAL FACTORS
Considered NotIncluded
Needed
Individual Transition Plan
[Grab your reader’s attention with a great quote from the
document or use this space to emphasize a key point. To place
this text box anywhere on the page, just drag it.]
Statement of Transfer of Parental Rights at Age of Majority
For a student whose behavior impedes his/her learning, or that
of
others, positive behavior interventions, strategies, and supports
have
been considered.

Statement of Language Needs in the Case of a Child with
Limited English
Proficiency
Statement of Provisions of Instruction in Braille & User of
Braille for a
Visually Impaired Child
Statement of the Language of Needs, Opportunities for Direct
Communication
with Peers in the Child’s Language and Communication Mode
Statement of Required Assistive Technology Devices and
Services

Statement of Communication Needs for a Child with a
Disability
Statement of Health Concerns
Student Name: Student Goals and Performance Objectives
IEP Meeting Date:
Student ID: Progress Report DOB:
Skill Area:
Standard:

Annual Goal:
Baseline Level of Mastery:
Service Provider(s) for this goal:
Standard:
Annual Goal:
IEP Meeting Date:
Skill Area:
Standard:
Annual Goal:
IEP Meeting Date:
Skill Area:
Standard:

Annual Goal:
Standard:
Annual Goal:
IEP Meeting Date:

Student Name: Accommodations (Form E) IEP Meeting
Date:
Student ID: DOB:
ACCOMODATIONS
Date given to Genera Ed. Teacher: Service
Coordinator:
Accommodations
Accommodations
Type

Location
Legend for Type and Location Fields
Type:
1 = Class work / assignments 2 = Assessments / tests 3 =
Both class work / assignments / assessments.
Location:
A = All Subjects B = Language Arts / English C =
Reading D = Spelling E = Math
F = Science G = Social Studies H = Health I = Electives

J = Physical Ed.
K = Lunch L = Transition / Vocation M = Library N =
Title 1 Special / Exploratory
Parental Communication
IEP Team Consideration for Extended School Year
Consideration for eligibility:
Eligible for ESY:
Written explanation as to why ESY is or is not needed:
Student Name: Accommodations (Form F) IEP Meeting
Date:
Student ID: DOB:
ASSESSMENT
Rationale:
State Assessments
Standard Accommodation(s):
District Assessments
Standard Accommodation(s):

CURRENT STATE STANDARDIZED TEST (i.e. AIMS, PSSA)
RESULTS
Testing Area
Test Results
Grade
Semester
Year
Reading
Writing
Math
Science
Student Name: Services and Environment (Form I) IEP
Meeting Date:
Student ID: DOB:

SPECIAL EDUCATION SERVICES TO BE PROVIDED
Special Education Program(s) Necessary to Meet Special
Education Goals and Objectives during the school calendar
year.
**The child is in need of specially designed instruction in the
following areas:
Special Education Services
Instructional Setting / Location
Start Date
Frequency
Provider
Duration / End Date
RELATED SERVICES
Educationally Relevant Related Services Are Listed Below
Special Education Services

Instructional Setting / Location
Start Date
Frequency
Provider
Duration / End Date
Clarification:
SUPPLEMENTARY AIDS / ASSISTIVE TECHNOLOGY AND
SERVICE FOR STUDENTS
Educationally Relevant Supplementary Aides / Assistive
Technology and Services Are Listed Below.
SUPPORTS FOR SCHOOL PERSONNEL
Supports For School Personnel Are Listed Below

Clarification:
LEAST RESTRICTIVE ENVIRONMENT
Provide an explanation of the extent, if any, to which the
student will NOT participate with non-disabled students in the
general curricular, extracurricular and nonacademic activities,
and program options. §300.347(a)(4):
Consider any potential harmful effects of this placement for the
child or on the quality of services that he or she needs §300.552
(a-b):
Reason for Different Services School:

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