Iep For Chloe Hancock 43969099

12/13/2016 Individualized
Education Program (IEP) for Chloe Hancock (43969099)
Chicago Public Schools
Individual Education Program (IEP)
1. Identification Information
Student Name: Chloe Hancock Date of Meeting:12/12/2016
Student ID: 43969099 Gender: Female Current CPS School: William Jones College Preparatory High
School
Phone: (773) 5348600
Area: 21 School ID: 609678
Birth Date: 07/13/2000 Grade: 11 Homeroom/Division: A1805
Parent/Guardian: Rachel Hancock (Mother) Case Manager/Telephone:
Address: 6679 N Ionia Ave Chicago, IL 60646 Date of Most Recent Evaluation: 12/15/2015
Parent's Phone Numbers Primary Resident Voice: 773774 Date of Next Proposed Reevaluation: 12/15/2018
4538
2. Disability
Specific Learning Disability
3. Purpose of the Conference
Purpose of the Conference: IEP Meeting
4. IEP Team (participants as appropriate)
Title Name Signature Title Name Signature
_____________ Bilingual
Case Manager :
12/12/2016 Specialist:
District _____________
Jeanette Dipman Nurse:
Representative: 12/12/2016
Special Education _____________ Interpreter/
Jeanette Dipman
Teacher: 12/12/2016 Translator:
General
_____________ Occupational
Education Eric Hancock
12/12/2016 Therapist:
Teacher:
Evaluation _____________ Physical
Jeanette Dipman
Representative: 12/12/2016 Therapist:
_____________
Parent/Guardian: Rachel Hancock Psychologist:
12/12/2016
_____________
Parent/Guardian: John Hancock Social Worker:
12/12/2016
Speech
_____________
Student*: Chloe Hancock Language
12/12/2016
Pathologist:
Transition _____________
Surrogate Parent: Jeanette Dipman
Representative: 12/12/2016
Community ODLSS District

Agency: Representative:
Teacher of the
Teacher Of
Deaf/Hard of
Visually Impaired:
Hearing:
Certified
Orientation and
Audiologist:
Mobility
Specialist:

*Student must be invited beginning at age 14 ½. Signature indicates attendance only.
5. Procedural Safeguards
https://ssm.cps.k12.il.us/templatedocprint.aspx?template=87&doc=4412968&sec=374&child=0&origin=U&prdoc=Y 1/20
12/13/2016 Individualized Education Program (IEP) for Chloe Hancock (43969099)
Parent was sent "Conference Notification" on 12/01/2016 by Jeanette Dipman.

The Explanation of Procedural Safeguards were provided to the parent on 12/01/2016.

Parent was given IEP Meeting paperwork and Conference Recommendations at the IEP Meeting by Jeanette Dipman.
Student is 17 years old. Parent and student were given ISBE form 3457I indicating that all rights pertaining to special education
programs/related services shall transfer from the parent/guardian to the student at age 18 unless CPS is otherwise notified.

6. Language
Language(s) used by student: Primary language spoken in home: English
Primary: English
Interpreter is not needed for parent communication.

Primary mode of communication used by student: Oral Primary mode of communication used by parent: Oral

7. General Considerations in the Development of the IEP
Student's Strengths:
Chloe is a delightful, well rounded, young lady. She has a positive can do attitude that has brought her far through her high school
career. She knows what she needs and wants and gets it! Her art teacher has stated that she is a joy to have in class. Her biology
teacher states that Chloe is a great student and works hard. Her Math teacher states that Chloe works very well in her group. She is a
visual learner when it comes to understanding new concerts in math
Her service provider states that Chloe is an amazing advocate for herself. She knows what she wants and how to get it. This year single
handedly Chloe began a petition to reinstated the class Advanced Placement European History. She successfully did what she had to
do to make that a reality! Chloe also stands up for people who cannot stand up for themselves. She is an advocate for people who can't
advocate for themselves.

Academic, Developmental and Functional Needs:
Academic Needs:
General Academic Needs:
Currently Chloe has been challenged by bubbling in test documents. At times Chloe feels like she needs extra support in Math
class and with solving complex multiple choice questions.
Her current grades are as follows.
Mixed Media Average 98.11
Honors English III Contemporary Literature A
AP Psychology B
Honors Adv Algebra with TrigB
Honors Middle Eastern Studies B
Honors Biology A

Preferred Learning Style:
Chloe prefers visual and auditory learning style.

Curriculumbased Assessment Results:
Honors Mixed Media Mixed Media Average 98.11
Honors English III Contemporary Literature A Average 100
AP Psychology B Average 73.68
Honors Adv Algebra with Trig B Average 83.9
Honors Middle Eastern Studies B Average 77.33
Honors Biology A Average 91.8

District/State Test Results:
Not applicable.

Developmental/Functional Needs:
Her Math teacher states that Chloe works very well in her group, she at times does need help to make sense of the problems.

Communication Needs:
Chloe is an amazing advocate for herself. She knows what she wants and how to get it. This year single handedly Chloe began a
petition to reinstated the class Advanced Placement European History. She successfully did what she had to do to make that a
reality! Chloe also stands up for people who cannot stand up for themselves. She is an advocate for people who can't advocate for
themselves.

Relevant Transition Information:
Currently Chloe needs the extra time during the school day with her service provider to allow her to access the curriculum to the best of
her ability. Chloe utilizes the time in resource to get help with Math and practice taking multiple choice tests.

Language and Cultural Considerations:
Not applicable to Chloe.

Parents' Concerns:
Dad was concerned about the switch late in the semester. Also preparing for standardized tests. Mom is concerned about extra work for
Middle Eastern Studies. Mom is concerned about the continuity with her math class and the many teachers that have passed through.

8. Transition Services
A Transition Plan is required for this student.
9. Areas of Need
G G G
o A† o A† o A†
a & a & a &
l M l M l M
s s s
English Language Arts (ELA) Art Independent Functioning
Mathematics Music Physical/Sensory
Biological & Physical Sciences Physical Education Speech/Language
Social Sciences Health Education Health/Medical
World Language Library Social/Emotional
Vocational Computer
transition Other 2 Non Academic
Other 3 Extra Curricular Activities

†Accommodations and/or Modifications
10(a). Accommodations and Modifications: Special Factors
(Including supplementary aids and services that will enable student to participate in the general education curriculum)
Special Factors:
A. If student is blind/visually impaired, is instruction and use of Braille needed? N/A

B. If student is deaf or hard of hearing, is language and communication support (including speech, reading, functional sign, total
communication, communication boards, interpreting devices, note takers, etc.) needed? N/A

C. If student is an English Language Learner, are instructional and assessment accommodations needed to meet the student's
linguistic and cultural needs? N/A

D. Alternative/Augmentative Communication Need
Are alternative/augmentative communication devices required for student to interact with staff and peers, to access any portion of
the curriculum, or to meet the social and communication needs of the student? No
Chloe does not require an alternative/augmentative communication device to interact with staff and peers, to access any portion of
the curriculum, or to meet the social and communication needs.

E. Assistive Technology
Is assistive technology required for the student to access any portion of the curriculum or to meet the behavioral or adaptive needs
of the student? No

F. Behavior
Does the student's behavior impede her learning or that of others? No
G. Paraprofessional Support
Does the student require paraprofessional support to access the general education curriculum or to meet his social,
communication, behavioral or adaptive needs? No
10(b). Accommodations and Modifications: General
Description of modifications and accommodations for each area of need:
The identified Accommodations and Modifications listed below will be provided when the student is
enrolled in the class.
English Language Arts
Collaboration/Consultation: Special Education Teacher will collaborate/consult with General Education Teacher for 5 minutes
quarterly.
Nature of Collaboration:
To ensure that Chloe's needs are met.
Will these Collaboration/Consultation minutes listed be provided during the entire life of the IEP? Yes No
Classroom Accommodations/Modifications:
Extend time on task for completion of homework assignments by 50 percent.
Explain directions and give concrete examples.
Allow the use of a computer.
Allow student to type assignments.
Other Accommodations:
Do not penalize for spelling.
Mathematics
monthly.
Allow the use of a calculator.
Provide motivation and verbal rewards on a daily basis.
Biology & Physical Sciences
quarterly.
Allow the use of a calculator.
Ask student to repeat directions back to confirm understanding.
Provide motivation and verbal rewards on a daily basis.
Social Sciences
quarterly.
Art
quarterly.
10(c). Accommodations and Modifications: Assessments
Classroom Assessments
Classroom assessments include traditional and computer based assessments. Indicate what type of accommodations/modifications are
needed for classroom assessments in each area of need identified. To add or remove classroom assessments to an area of need, go to
the A/M: General page and check, under each relevant subject area, the appropriate response of Yes or No next to the question that
asks "Does the student need classroom testing accommodations in this subject area?"
Chloe will participate in classroom assessment with accommodations/modifications in the following areas:
English Language Arts
The accommodations/modifications will be as follows:
Administer in small group
Administer in separate location
Mark answers in test booklet
Extend time allotted by 100 percent
Allow 1 stopthe clockbreaks
Mathematics
Biology & Physical Sciences
Social Sciences
Art

District/State Assessments
District Assessments: State Assessments:
Chloe will participate in the district assessments WITHOUT Chloe will participate in the state assessments WITHOUT
accommodations/modifications in the following areas: accommodations/modifications in the following areas:
None None
Chloe will participate in the district assessments WITH STANDARD Chloe will participate in the state assessments WITH ALLOWABLE
ACCOMMODATIONS (identified by the test manufacturer that do accommodations/modifications that are necessary to measure
not materially alter the student’s test results) that are necessary to academic achievement and functional performance.
measure academic achievement and functional performance. Accommodations/modifications will be provided in the following
These STANDARD ACCOMMODATIONS will be provided in the areas and will be consistent with those provided in the Classroom
following areas: Assessments section.
Language Arts/English/Reading Language Arts/English/Reading
Mathematics Mathematics
Biological & Physical Sciences Biological & Physical Sciences
Social Sciences Social Sciences
11. Specialized Instruction
Will the goal last the life of the IEP? Yes No
Date of Implementation: Begins 12/12/2016 Ends 12/12/2017
Goal Area:
Academic
Transition: PostSecondary Employment
Illinois Learning Standard # :
Special Education/Related Service Provider: Special Education Teacher
Other (1) services will be delivered weekly.
Present Level of Academic Achievement and Functional Performance:
Area of Need: transition
Academic Achievement:
Currently Chloe has been challenged by bubbling in test documents. At times Chloe feels like she needs extra support in Math class
and with solving complex multiple choice questions.
AP Psychology B
Honors Biology A
Functional Performance:
Currently Chloe has been challenged by bubbling in test documents. At times Chloe feels like she needs extra support in Math class
and with solving complex multiple choice questions.
AP Psychology B
Honors Biology A
Other Considerations:
Her Math teacher states that Chloe works very well in her group, she at times does need help to make sense of the problems. At times
Chloe needs to review and rewrite the problem a few times to get it correct before she understands what the question may be asking her
to do. Because she struggles with basic math skills, she needs to use a calculator at all times when solving complex problems.
Chloe does a great job with the higher level concepts and skills but she may get a simple arithmetic error in the beginning of the
question wrong making the rest of the problem incorrect. Chloe gets frustrated whtn this happens and needs a co teacher in the class to
lead her step by step.

Language of Instruction: English

Measurable Annual Goal: (A statement of the level of performance the student is expected to achieve at the end of this IEP year.)
Chloe will break down the questions in math she is being asked to solve. She will use a calculator to check for accuracy every step of
the way. She will check in with her co techer during ac lab or resource to make sure she is prepared for the quizzes and tests.

Quarterly Benchmark:
She will use a calculator to check for accuracy every step of the way. She will check in with her co techer during ac lab or resource to
make sure she is prepared for the quizzes and tests.
Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

85% Accuracy Observation log: weekly Weekly
Benchmark Date
2/2017
She will check in with her co techer during ac lab or resource to make sure she is prepared for the quizzes and tests

Benchmark Date
4/2017
Chloe will independently organize her notes for the upcoming tests only having one or two questions to go over with her co teacher.

Benchmark Date
6/2017

Goal Area:
Transition: PostSecondary Education/Training
Illinois Learning Standard # :
Independent Functioning services will be delivered weekly.
Area of Need: Independent Functioning
AP Psychology B
Honors Biology A
AP Psychology B
Honors Biology A
Chloe needs support to choose the best college program to suit her needs. She is just beginning to research colleges in her junior year
second quarter.


Chloe will research and apply for 3 universities and 3 scholorships.

Chloe will visit with her college counselor to help narrow down a good way of picking out a university.

Benchmark Date
2/2017
chlow will apply for 3 universities.

Benchmark Date
4/2017
Chloe will apply for 3 scholorships.
Benchmark Date
6/2017

Goal Area:
Academic
Transition: PostSecondary Independent Living
Illinois Learning Standard Incorporating the Common Core # : CC.912.A.REI.12
Mathematics services will be delivered weekly.
Area of Need: Mathematics
Corresponding CC Domain: Mathematics Algebra
AP Psychology B
Honors Biology A
At times when taking multiple choice tests, Chloe will bubble in the wrong letter on the scantron which then results in the wrong answer.
Chloe also struggles with taking multiple choice tests on the AP level. She can get the choices down to two but then may second guess
her results.
t times when taking multiple choice tests, Chloe will bubble in the wrong letter on the scantron which then results in the wrong answer.
Chloe also struggles with taking multiple choice tests on the AP level. She can get the choices down to two but then may second guess
her results.


Chloe will work with her service provider during resource on taking multiple choice tests.

Chloe will research different techniques of taking and succeeding on Multiple choice tests.

Benchmark Date
2/2017
Chloe will take practice ACT and SAT tests. Practicing bubbling as well as test taking skills.

Benchmark Date
4/2017
Chloe will work with her service provider to review what she has learned from her research and classes when it comes to multiple
choice testing.
Benchmark Date
6/2017

12. Justification of Placement in the Least Restrictive Environment (LRE)
The Individuals with Disabilities Education Act (IDEA) presumes that students with disabilities will be educated in the general education
classroom with their nondisabled peers with the appropriate supplementary aids and services UNLESS there is educational justification
for services in a separate setting. The belltobell elementary school week is 2100 minutes and the high school week is 2175 belltobell
minutes; 4hour kindergarten is 1200 belltobell minutes; Halfday kindergarten/Halfday prekindergarten program is 775 belltobell
minutes. Preschool students in a halfday program have 775 belltobell minutes.
Specialized Instruction Modification or Frequency and location of Special Education/Related Services

Area and/or Related Accommodation Frequency should be noted in number of minutes per week
Services Direct Services in Separate
Direct Services in Regular Class CommunityBased Instruction
Class
transition No 5 MPW
Independent Functioning No 220 MPW
Mathematics Yes 225 MPW
TOTAL # of minutes per week (MPW) 0 MPW 450 MPW 0 MPW
Consultation/Collaboration Consultation/Collaboration Will Occur Between the Following Frequency of

Subject Providers Consultation/Collaboration
English Language Arts Special Education Teacher to General Education Teacher 5 minutes quarterly
Mathematics Special Education Teacher to General Education Teacher 5 minutes monthly
Biology & Physical Sciences Special Education Teacher to General Education Teacher 5 minutes quarterly
Social Sciences Special Education Teacher to General Education Teacher 5 minutes quarterly
Art Special Education Teacher to General Education Teacher 5 minutes quarterly
Chloe is in general education with only accommodations and/or modifications for the following academic subject areas:
Language Arts/English/Reading
Art
Biological & Physical Sciences
Social Sciences
Chloe is with nondisabled peers for all other academic subject areas and nonacademic activities with no accommodations or
modifications.
Chloe will have the same opportunity to participate in extracurricular activities as nondisabled peers.
Total amount of direct special education and related services: 450 minutes per week
Percent of time Chloe is removed from general education classroom for special education or related services: 21%
(21%60% of time outside general education class)
Description of educational settings:
General education setting full time with supplementary aides and services: Rejected
Rationale:
Option was attempted and found not sufficient to meet academic needs.

General education with special education support 20% or less of the school day outside the general education setting :
Rejected

Rationale:
Option was attempted and found not sufficient to meet academic needs.

General education with special education support 2160% of the school day outside of the general education setting : Accepted
Rationale:
Option was determined appropriate to meet student needs.
Potential harmful effects of this placement:
None.

13. Curriculum, Grades, Promotion and Graduation
Grades
Chloe will be graded using standard classroom criteria in all subject areas.
Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this
section with an individual standard for this student.)
Chloe will follow the standard promotion criteria.
Graduation
Chloe will follow standard graduation criteria.
Anticipated date of graduation: June 2018 from High School

Note: Special education and related services will cease upon high school graduation or on the day before the student's 22nd birthday.
14. Extended School Year Services (ESY)
Chloe is not eligible for ESY services.
15. Transportation
OVERVIEW
If a student attends his/her neighborhood (zoned) school or school of choice, it is expected that he/she transports himself/herself to
school like his/her nondisabled peers except in unique circumstances. If a student with a disability meets the eligibility criteria for
transportation as a related service, the transportation services will generally be provided from home to school and back home. Parents
or caregivers of such students are to meet the bus at the curb for pickup/dropoff.
If you are the parent of a child for whom transportation is provided pursuant to an IEP and your child is experiencing transportation
related problems, call (773) 5532860 for immediate assistance.
Chloe is not eligible for special education transportation.
Transition Service Plan
Age Appropriate Transition Assessments
1. Transition Assessments:
Assessment Responsible Date Report
Transition Assessments:
Type Agency/Person Conducted Attached
Employment None

needed
Education

None needed
Training Yes No
Independent Living Skills None

needed
2. Competency Skills:
According to Chloe's most recent grade and her interview on December 6, Chloe is very competent at Jones College Prep. She is
earning all As and Bs. Is involved in social groups and practices art independently and in class as one of her passions.
3. Social Skills:
Chloe is involved in Photos for Protests and rallies. At school Chloe is a member of Philosopy club. Chloe has wide variety of
friends from all over the city. Chloe continues to practice art on her own with advertising.
4. Motivation:
According to Chloe's most recent grade and her interview on December 6, Chloe is very competent at Jones College Prep. She is
earning all As and Bs. Is involved in social groups and practices art independently and in class as one of her passions. Chloe is
motivated to do well because she is very passionate about school and uses all the resources she is offered. She also wants to
attend university overseas.

PostSecondary Outcomes
PostSecondary Employment:
After gradution from Jones College Prep, Chloe will attend university in London.
PostSecondary Education:
Chloe will attend university in London.
PostSecondary Training:
After gradution from Jones College Prep, Chloe will attend university in London.
Independent Living Skills:
After gradution from Jones College Prep, Chloe will attend university in London and live independently on campus.
Planned Course of Study:
Freshman Sophomore Junior Senior Extended Age 1821

English I English II English III English IV
Algebra Geometry Advanced Algebra/Trig Elective: AP Stats
World Language I World Language II Biology Art
Elective: AP European
Art U. S. History Elective: AP psychology
History
World Studies Physical Ed II
Physical Ed I Chemistry and Physics
Chemistry and Physics
Coordinated Set of Activities
Instruction Activities:
Chloe will meet with her college counselor to ensure she understands the difference betwen the ACT and SAT. Chloe will be taking 2
extra AP tests this year.
Provider(s):
SpEd Staff
Related Services:
Provider(s):
SpEd Staff
Work Experiences:
Chloe will job shadow someone in art advertising to see if this field is something that she is interested in.
Provider(s):
SpEd Staff
Development of Employment and Other PostSchool Adult Living Objectives:
Chloe will do research independently to see what field she will be interested in studying after graduation from Jones.
Provider(s):
SpEd Staff
Acquisition of Daily Living Skills:
Provider(s):
Provider(s):
SpEd Staff
Functional Vocational Evaluation:
Provider(s):
Provider(s):
SpEd Staff

Linkages to PostGraduation Supports/Services:
Chloe has not been linked to any community agencies.

Homebased Support Services Program:
Chloe does not have a developmental disability that may make her eligible for the program after reaching age 18 and when no longer
receiving special education services.

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12/13/2016 Individualized

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

85% Accuracy Observation log: weekly Weekly

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Specialized Instruction Modification or Frequency and location of Special Education/Related Services

Independent Functioning No 220 MPW

Mathematics Yes 225 MPW

TOTAL # of minutes per week (MPW) 0 MPW 450 MPW 0 MPW

Consultation/Collaboration Consultation/Collaboration Will Occur Between the Following Frequency of

Freshman Sophomore Junior Senior Extended Age 1821

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Iep For Chloe Hancock 43969099

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Original Title

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Did you find this document useful?

Is this content inappropriate?

Copyright:

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Iep For Chloe Hancock 43969099

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Copyright:

Available Formats

12/13/2016 Individualized

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

85% Accuracy Observation log: weekly Weekly

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Evaluation Criteria: Evaluation Procedure: Schedule for Determining Progress:

Specialized Instruction Modification or Frequency and location of Special Education/Related Services

Independent Functioning No 220 MPW

Mathematics Yes 225 MPW

TOTAL # of minutes per week (MPW) 0 MPW 450 MPW 0 MPW

Consultation/Collaboration Consultation/Collaboration Will Occur Between the Following Frequency of

Freshman Sophomore Junior Senior Extended Age 18­21

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Freshman Sophomore Junior Senior Extended Age 1821