SPECIAL EDUCATION PROGRAMMING. 8.1 As soon as practical after a Student has been identified having diverse abilities or a disability:
a) appropriate supports and services will be identified in order to ensure that the Student obtains an education that is most appropriate for their needs, and situated in regular classroom environments as much as possible;
b) the assessment results and educational services to be provided to the Student will be outlined in an IEP, which must be completed with parental consent and involvement, for the purpose of assisting School staff to provide supports and services for the Student;
c) a Student with diverse abilities or disabilities will take an active role in the design of their IEP to the maximum extent that their developmental level and ability permits, noting that factors affecting Student participation in the development of an IEP will include: age, level of maturity, and capacity for sustained, considered deliberation based on awareness of possibilities and consequences;
d) a written report stating the reason for placement of the, and the educational opportunities gained and lost by such placement, must be provided to the Parent and Indigenous support staff as may be designated by the Parent. The School District will develop a template for such a report;
e) in cases where the Parent appoints a delegate, the Parent and the delegate will receive a copy of the IEP;
f) in the event that the Parent declines to be involved in the IEP process and does not choose to appoint a delegate, the Board will ensure that the BC Public School will make every effort to ensure that the Student’s needs are fully met; and
g) the School District will provide a listing of resources available to a Parent to ensure that they are aware of the services available, including instructional supports and classroom accommodations that may be employed within the School District in an effort to assist the Student to be successful.
8.2 In developing an IEP, standards for Students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and Students with IEP’s will be expected to achieve all of the regular curricular competencies and/or outcomes, with supports.
8.3 The Board will ensure the School(s) work with Parents and, with their consent, DRFN to:
a) collaboratively identify any adaptations made to a Student’s educational program;
b) ensure that any modifications are made to a Student’s educational program only when necessary a...
SPECIAL EDUCATION PROGRAMMING. As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: appropriate supports and services will be identified in order to ensure that the First Nation Student obtains an education that is most appropriate for his or her needs, and in regular classroom environments as much as possible; the assessment results and educational services to be provided to the First Nation Student will be outlined in an Individual Education Plan (IEP), which must be completed with parental consent and involvement, for the purpose of assisting school staff to provide supports and services for the First Nation Student;
