# Equitable and Inclusive IEPs for Students with Complex Support Needs

## A Roadmap

by Andrea L. Ruppar, Ph.D., University of Wisconsin–Madison and Jennifer A. Kurth, Ph.D., University of Kansas

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## Contents

- About the Downloads
- About the Authors
- About the Contributors
- Preface
- Acknowledgments

### I Before the Meeting
1. Getting the Team Together
   - With Samantha Gross Toews
   - Appendix: Planning Worksheet—IEP Team Members
2. Organizing IEP Preparation and Communication
   - With Samantha Gross Toews
   - Appendix: IEP Team Data Collection Plan
3. Fostering Collaborative and Trusting Relationships with Families and Students
   - With Samantha Gross Toews and Jessica A. McQueston
   - Appendix: Resources for Communicating with Families
4. Discussing Data and Making Decisions
   
### II Developing the IEP
5. Describing Present Levels of Academic Achievement and Functional Performance
6. Planning for Special Factors, Extended School Year, and Alternate Assessment
   - Appendix: Summer Activities Planning Tool
7. Identifying Supplementary Aids and Services
   - Appendix: Ecological Assessment with Supplementary Aids and Services
8. Determining the Least Restrictive Environment
   - With Katie M. McCabe
   - Appendix: Determining the Least Restrictive Environment (LRE) Decision Flowchart

### III At the Meeting and Afterward
9. Setting an Agenda and Setting the Tone: Communication During the IEP Meeting
   - With Lingyu Li, Sarah Bubash, and Yuewn-lann Radeen Yang
10. After the Meeting: Implementing the IEP
    - Appendix: Resources for Implementing the IEP
11. References
12. Index

### About the Downloads
Purchasers of this book may download, print, and/or photocopy the planning worksheets and forms in this book for educational and professional use.

### About the Authors
**Andrea L. Ruppar, Ph.D.** - Associate Professor, University of Wisconsin–Madison  
**Jennifer A. Kurth, Ph.D.** - Associate Professor, University of Kansas  
 
### Preface
“I do not like the world as it is; so I am trying to make it a little more as I want it.” –Helen Keller, circa 1912

Special education is designed to be flexible, providing options for arranging individualized supports and services for students with disabilities in school.

### Principles for Teaching Students with Complex Support Needs  
This book reflects core principles guiding instruction for students with complex support needs:
1. **Dignifying**: Acknowledge the inherent dignity of each student.
2. **Inclusive**: Decisions promote inclusive lives and opportunities.
3. **Ambitious and Enviable**: Pursue ambitious outcomes for students.

### Types of IEPs
- **Annual IEP and Re-evaluation IEP** 
- **Individual Family Service Plan (IFSP)** 
- **Transition IEP**

### Gathering the Team
1. At least one special education teacher
2. At least one general educator
3. A representative from the LEA
4. The parent or guardian of the student
5. Someone to interpret evaluation results
6. The student, to the greatest extent possible
7. Others with special knowledge or expertise about the student

### Conclusion
The purpose of this book is to provide useful and research-based information about developing person-centered, measurable, inclusive, and ambitious IEPs for students with complex support needs.

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**Copyright © 2023 by Paul H. Brookes Publishing Co. All rights reserved.**  
**This document is a summary of the main content of the book "Equitable and Inclusive IEPs for Students with Complex Support Needs."**

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