Common use of SPECIAL EDUCATION PROGRAMMING Clause in Contracts

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 and only when adaptations have been tried and have proven insufficient to meet the Student’s needs, and only with the written Informed Consent of the Parent, or their designate; and c) if a Student has been put on a non-diploma Evergreen Certificate path, ensure that the Student’s program: is documented in an IEP; wherever possible, aligns as closely as possible with a graduation diploma program; and supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 When requested, the Parent and, where appropriate and feasible, the Student will have every opportunity to meet with School staff about the IEP and the Student’s educational program within a reasonable timeframe, and no later than two weeks after the request has been made to School staff. 8.5 The Board will ensure School(s) offer each Student who has diverse abilities or disabilities relevant learning activities, in accordance with the Student’s IEP. 8.6 Student progress reports on their educational achievement in a special education program or on an Evergreen Certificate path must be provided to the Parent and Indigenous support staff as designated by the Parent, according to the same Student progress reporting schedule as followed by the School and, in any event, no later than at the end of each term during the placement. 8.7 The Board will ensure that Parents are advised: a) of their right to request a change to the placement of a Student in a special education program or on an Evergreen Certificate path; b) that if the Parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) where the Parent files a request, the Parent may request, and receive, support in the process from DRFN and/or the Indigenous Education Council. 8.8 The Parties agree that IEPs are not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with Student and their Parent, and the IEP will be either: a) Updated; b) Revised; or c) Concluded, where it is determined that the Student no longer requires an IEP. 8.9 For greater certainty, the Parties agree that an IEP will only be put in place under Sections 8.1 and 8.2 and it will only be updated, revised or concluded under Section 8.8 where the prior Informed Consent of the Parent has been obtained. 8.10 The Parties agree that, in the case of all special education categories that are consistent, IEPs for Students with special needs will be recognized and used as part of the planning process when those Students transition between First Nation Schools and Schools.

SPECIAL EDUCATION PROGRAMMING. 8.1 As soon as practical after a Nuxalk Student has been identified having diverse abilities or a disability: a) appropriate supports and services will be both identified in order and implemented by the district and/or the school to ensure that the Student student obtains an education program that is most appropriate for their needs, and situated his or her needs in a regular classroom environments environment as much as possible; b) the assessment results and educational services to be provided to the Student 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 school staff to provide supports and services for the Studentstudent; c) a Student with diverse abilities or disabilities the student will take an active role in the design of their IEP to the maximum extent that their developmental level and ability permitspermit, noting that factors affecting Student participation in the development of an IEP will include: age, level of maturity, and capacity for sustained, considered sustained deliberation based on awareness of possibilities and consequences; d) a written report stating the reason for placement of thethe student, 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 reportNuxalk Nation if parent consents; e) in cases where the Parent appoints a delegate, the Parent and the delegate will receive a copy of the IEP;; and 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 district and/or school will collaborate with Nuxalk Nation and make every effort to ensure that the Studentstudent’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, Individual Education Plan for Nuxalk students both the standards for Students with diverse abilities or disabilities and expectations 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, outcomes supported with supportsresources provided by the district/school. 8.3 The Board will ensure the District/School(s) work with Parents andParents, and with the Parents’ Informed Consent, with their consent, DRFN the Nuxalk Nation to: a) collaboratively identify any adaptations made to a Nuxalk Student’s educational program; b) ensure that any modifications are made to a Nuxalk Student’s educational program only occurs when necessary and and/or only when adaptations have been tried attempted and have proven insufficient to meet the Studentstudent’s needs, and only with the written Informed Consent informed consent in writing of the Parentparent, or their designate; and; c) ensure that if a Nuxalk Student has been put on a non-diploma Diploma Evergreen Certificate path, ensure that the Studentstudent’s program: : i. is documented in an IEP; ; ii. wherever possible, aligns as closely as possible with a graduation diploma program; and and, iii. supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, course even when modified. 8.4 When requestedrequested by the parent, the Parent and, and where appropriate and feasiblefeasible by the Nuxalk Student, a meeting to discuss the Student student’s education program will have every opportunity to meet with School staff about the IEP and the Student’s educational program be provided within a reasonable timeframe, and timeframe that is no later than two weeks after the request has been made to School staffschool personnel. 8.5 The Board will ensure School(s) offer each Student who has diverse abilities or disabilities relevant learning activities, in accordance with the Nuxalk Student’s IEP. 8.6 Student progress reports on their educational achievement achievements in a special education program or on an and/or Evergreen Certificate path must be Path are provided to both the Parent parent and Indigenous Nuxalk support staff staff, as designated by the Parentparent, according to the same Student student progress reporting schedule as followed by the School and, in any event, no later than at the end of each term during the placementschool. 8.7 8.6 The Board will ensure that Parents parents are advised: a) of their right to request a change to the placement of a Nuxalk Student who is in a special education program or and/or on an Evergreen Certificate path;; and b) that if the Parent parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) where the Parent parent files a request, the Parent parent may request, request and receive, receive support in the process from DRFN the Nuxalk Nation and/or the Indigenous Education Councilother support delegates. 8.8 8.7 The Parties agree that IEPs Individual Education Plans are not intended to be static and will be both reviewed and revisited at least bi-annually in collaboration with the Nuxalk Student and their Parent, and his or her parent where the IEP Individual Education Plan will be either:either updated, revised, or concluded a) Updated; b) Revised; or c) Concluded, where it is determined that the Student no longer requires an IEP. 8.9 For greater certainty, the 8.8 The Parties agree that an IEP will only be put in place under Sections 8.1 and 8.2 and it will only be updated, revised or concluded under Section 8.8 where the prior Informed Consent of the Parent has been obtained. 8.10 The Parties agree that, in the case of all special individual education categories that are consistent, IEPs plans for Nuxalk Students with special needs will be recognized and used as part of the planning process when those Students students transition between First Nation Schools and Schoolsschools.

SPECIAL EDUCATION PROGRAMMING. 8.1 As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: a) : appropriate supports and services will be identified in order to ensure that the First Nation Student obtains an education that is most appropriate for their his or her needs, and situated in regular classroom environments as much as possible; b) ; 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 school staff to provide supports and services for the First Nation Student; c) ; a First Nation 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 permitspermit, noting that factors affecting First Nation 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 thethe First Nation Student, and the educational opportunities gained and lost by such placement, must be provided to the Parent and Indigenous First Nation support staff as may be designated by the First Nation Student’s 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) ; and 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 First Nation 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 students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and First Nation Students with IEP’s IEPs 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 consentthe Parents’ Informed Consent, DRFN the First Nation, to: a) : collaboratively identify any adaptations made to a First Nation Student’s educational program; b) ; ensure that any modifications Modifications are made to a First Nation Student’s educational program only when necessary and only when adaptations Adaptations have been tried and have proven insufficient to meet the First Nation Student’s needs, and only with the written Informed Consent in writing of the First Nation Student’s Parent, or their designate; and c) and if a First Nation Student has been put on a non-diploma Diploma Evergreen Certificate path, ensure that the First Nation Student’s program: is documented in an IEP; wherever possible, aligns as closely as possible with a graduation diploma program; and supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 . When requested, the Parent and, where appropriate and feasible, the Student First Nation Students will have every opportunity to meet with School school staff about the IEP and the First Nation Student’s 's educational program within a reasonable timeframe, and no later than two weeks after the request has been made to School staff. 8.5 school personnel. The Board will ensure School(s) offer each First Nation Student who has diverse abilities or disabilities relevant learning activities, in accordance with the Studentstudent’s IEP. 8.6 . The Board will ensure that First Nation Student progress reports on their educational achievement in a special education program or on an Evergreen Certificate path must be are provided to the Parent and Indigenous First Nation support staff as designated by the First Nation Student’s Parent, according to the same Student student progress reporting schedule as followed by the School and, in any event, no later not less than at the end of each term during the placement. 8.7 . The Board will ensure that Parents are advised: a) : of their right to request a change to the placement of a First Nation Student in a special education program or on an Evergreen Certificate path; b) ; that if the Parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) and where the Parent files a request, the Parent may request, and receive, support in the process from DRFN the First Nation and/or the Indigenous Aboriginal Education Council. 8.8 . The Parties agree that IEPs are not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with the First Nation Student and their his or her Parent, and the IEP will be either: a) : Updated; b) ; Revised; or c) or Concluded, where it is determined that the First Nation Student no longer requires an IEP. 8.9 . For greater certainty, the Parties agree that an IEP will only be put in place under Sections sections 8.1 and 8.2 and it will only be updated, revised or concluded under Section section 8.8 where the prior Informed Consent of the Parent has been obtained. 8.10 . The Parties agree that, in the case of all special education categories that are consistent, IEPs individual education plans for First Nation Students with special needs will be recognized and used as part of the planning process when those First Nation Students transition between First Nation Nations Schools and Schools.

SPECIAL EDUCATION PROGRAMMING. 8.1 12.1 As soon as practical after a Student Little Shuswap Lake Band student has been identified as having diverse abilities or a disability: a) appropriate 12.1.1 Appropriate supports and services will be identified in order to ensure that the Student Little Shuswap Lake Band student obtains an education that is most appropriate for their needs, and situated in regular classroom environments as much as possible; b) the 12.1.2 The assessment results and educational services to be provided to the Student Little Shuswap Lake Band student will be outlined in an Inclusive Education Plan (IEP), which must be completed with parental consent and involvement, for the purpose of assisting School school staff to provide supports and services for the StudentLittle Shuswap Lake Band student; c) a Student 12.1.3 A Little Shuswap Lake Band 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 permitspermit, noting that factors affecting Student Little Shuswap Lake Band 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 12.1.4 A written report stating the reason for placement of thethe Little Shuswap Lake Band student, and the educational opportunities gained and lost by such placement, must be provided to the Parent and Indigenous support staff Little Shuswap Lake Band Support Staff as may be designated by the Little Shuswap Lake Band student’s Parent. The School District will develop a template for such a report; e) in 12.1.5 In cases where the Parent appoints a delegate, the Parent and the delegate will receive a copy of the IEP;; and f) in 12.1.6 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 District will make every effort to ensure that the Student’s Little Shuswap Lake Band students’ 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 12.2 In developing an IEP, standards for Students students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and Students Little Shuswap Lake Band students with IEP’s IEPs will be expected to achieve all of the regular curricular competencies and/or outcomes, with supports. 8.3 12.3 The Board will ensure the School(s) schools work with Parents and, with their consent, DRFN the Little Shuswap Lake Band, to: a) collaboratively 12.3.1 Collaboratively identify any adaptations made to a StudentLittle Shuswap Lake Band student’s educational program; b) ensure 12.3.2 Ensure that any modifications Modifications are made to a StudentLittle Shuswap Lake Band student’s educational program only when necessary and only when adaptations Adaptations have been tried and have proven insufficient to meet the StudentLittle Shuswap Lake Band student’s needs, and only with the written Informed Consent in writing of the Little Shuswap Lake Band student’s Parent, or their designate; and c) if 12.3.3 If a Student Little Shuswap Lake Band student has been put on a non-diploma Diploma Evergreen Certificate path, ensure that the StudentLittle Shuswap Lake Band student’s program: is documented in an IEP; wherever possible, aligns as closely as possible with a graduation diploma program; and supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 12.4 When requested, the Parent and, where appropriate and feasible, the Student Little Shuswap Lake Band students will have every opportunity to meet with School school staff about the IEP and the Student’s Little Shuswap Lake Band student's educational program within a reasonable timeframe, and no later than with an attempt to meet within two weeks after of the request has been being made to School staffschool personnel. 8.5 12.5 The Board will ensure School(s) schools offer each Student Little Shuswap Lake Band student who has diverse abilities or disabilities relevant learning activities, in accordance with the Studentstudent’s IEP. 8.6 Student 12.6 Little Shuswap Lake Band student progress reports on their educational achievement in a special education an Inclusive Education program or on an Evergreen Certificate path must be provided to the Parent and Indigenous support staff Little Shuswap Lake Band Support Staff as designated by the Little Shuswap Lake Band student’s Parent, according to the same Student student progress reporting schedule as followed by the School school and, in any event, no later not less than at the end of each term during the placement. 8.7 12.7 The Board will ensure that Parents are advised: a) of 12.7.1 Of their right to request a change to the placement of a Student Little Shuswap Lake Band student in a special education an Inclusive Education program or on an Evergreen Certificate path; b) that 12.7.2 That if the Parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) where 12.7.3 Where the Parent files a request, the Parent may request, and receive, support in the process from DRFN and/or the Indigenous Education CouncilLittle Shuswap Lake Band. 8.8 12.8 The Parties agree that IEPs are not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with Student the Little Shuswap Lake Band student, the Parent, and their Parentthe Little Shuswap Lake Band Support Worker (by Parent request), and the IEP will be either: a) Updated; b) Revised; or c) Concludedeither be updated, revised, or concluded (where it is determined that the Student Little Shuswap Lake Band student no longer requires an IEP). 8.9 12.9 For greater certainty, the Parties agree that an IEP will only be put in place under Sections 8.1 and 8.2 sections 12.1 to 12.6 and it will only be updated, revised or concluded under Section 8.8 section 12.7 to 12.8 where the prior Informed Consent of the Parent has been obtained. 8.10 12.10 The Parties agree that, in the case of all special education Ministry categories that are consistent, IEPs Inclusive Education Plans for Students Little Shuswap Lake Band students with special diverse needs will be recognized and used as part of the planning process when those Students Little Shuswap Lake Band students transition between First Nation Band Schools and Schoolspublic schools.

SPECIAL EDUCATION PROGRAMMING. 8.1 As soon as practical after a Halfway First Nations Student has been identified having diverse abilities or a disability: a) appropriate supports and services will be identified in order to ensure that the Halfway River First Nation Student obtains an education that is most appropriate for their his or her needs, and situated in regular classroom environments as much as possible; b) the assessment results and educational services to be provided to the Halfway First Nation Student will be outlined in an Individual Education Plan (IEP), which must be completed with the invitation for parental consent and involvement, for the purpose of assisting School school staff to provide supports and services for the First Nation Student; c) a Halfway First Nation 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 permitspermit, noting that factors affecting First Nation 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 thethe First Nation Student, and the educational opportunities gained and lost by such placement, must be provided to the Parent and Indigenous First Nation support staff as may be designated by the First Nation Student’s 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 Halfway River First Nation Student’s needs are fully met; and g) the School District a ‘menu’ of SD60 supports will provide a listing of resources be made available to a Parent to ensure parent, so that they are aware of the services availablevarious services, including instructional supports and classroom accommodations that may be employed within the School District SD60 in an effort to assist the Student student to be successful. 8.2 In developing an IEP, standards for Students students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and First Nation Students with IEP’s IEPs 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 the First Nation, to: a) collaboratively identify any adaptations made to a Halfway First Nation Student’s educational program; b) ensure that any modifications are made to a Halfway River First Nations Student’s educational program only when necessary and only when adaptations have been tried and have proven insufficient to meet the HRFN Student’s needs, and only with the written Informed Consent consent of the First Nation Student’s Parent, or their designate; and c) if a HRFN Student has been put on a non-diploma Diploma Evergreen Certificate path, ensure that the HRFN Student’s program: is documented in an IEP; wherever possible, aligns as closely as possible with a graduation diploma program; and supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 When requested, the Parent and, where appropriate and feasible, the Student HRFN Students will have every opportunity to meet with School school staff about the IEP and the HRFN Student’s 's educational program within a reasonable timeframe, and no later than two weeks after the request has been made to School staffschool personnel. 8.5 The Board will ensure School(s) offer each Student who has diverse abilities or disabilities relevant learning activities, in accordance with the Student’s IEP. 8.6 Student progress reports on their educational achievement in a special education program or on an Evergreen Certificate path must be provided to the Parent and Indigenous support staff as designated by the Parent, according to the same Student progress reporting schedule as followed by the School and, in any event, no later than at the end of each term during the placement. 8.7 The Board will ensure that Parents are advised: a) of their right to request a change to the placement of a Student in a special education program or on an Evergreen Certificate path; b) that if the Parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) where the Parent files a request, the Parent may request, and receive, support in the process from DRFN and/or the Indigenous Education Council. 8.8 The Parties agree that IEPs are not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with Student and their Parent, and the IEP will be either: a) Updated; b) Revised; or c) Concluded, where it is determined that the Student no longer requires an IEP. 8.9 For greater certainty, the Parties agree that an IEP will only be put in place under Sections 8.1 and 8.2 and it will only be updated, revised or concluded under Section 8.8 where the prior Informed Consent of the Parent has been obtained. 8.10 The Parties agree that, in the case of all special education categories that are consistent, IEPs for Students with special needs will be recognized and used as part of the planning process when those Students transition between First Nation Schools and Schools.

SPECIAL EDUCATION PROGRAMMING. 8.1 9.1 As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: a) appropriate supports and services will be identified in order to ensure that the First Nation Student obtains an education that is most appropriate for their his or her needs, and situated in regular classroom environments as much as possible; b) 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 school staff to provide supports and services for the First Nation Student; c) a First Nation 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 permitspermit, noting that factors affecting First Nation 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 thethe First Nation Student, and the educational opportunities gained and lost by such placement, must be provided to the Parent and Indigenous First Nation support staff as may be designated by the First Nation Student’s 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;; and 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 First Nation 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 9.2 In developing an IEP, standards for Students students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and First Nation Students with IEP’s IEPs will be expected to achieve all of the regular curricular competencies and/or outcomes, with supports. 8.3 9.3 The Board will ensure the School(s) work with Parents and, with their consent, DRFN the First Nation, to: a) collaboratively identify any adaptations made to a First Nation Student’s educational program; b) ensure that any modifications Modifications are made to a First Nation Student’s educational program only when necessary and only when adaptations Adaptations have been tried and have proven insufficient to meet the First Nation Student’s needs, and only with the written annual Informed Consent in writing of the First Nation Student’s Parent, or their designate; and c) if a First Nation Student has been put on a non-diploma Diploma Evergreen Certificate path, ensure that the First Nation Student’s program: is documented in an IEP; wherever possible, aligns as closely as possible with a graduation diploma program; and supports learning outcomes that match, as closely as possible, the learning outcomes of the applicable course, even when modified. 8.4 9.4 When requested, the Parent and, where appropriate and feasible, the Student First Nation Students will have every opportunity to meet with School school staff about the IEP and the First Nation Student’s 's educational program within a reasonable timeframe, and no later than two weeks after the request has been made to School staffschool personnel. 8.5 9.5 The Board will ensure School(s) offer each First Nation Student who has diverse abilities or disabilities relevant learning activities, in accordance with the Studentstudent’s IEP. 8.6 9.6 First Nation Student progress reports on their educational achievement in a special education program or on an Evergreen Certificate path must be provided to the Parent and Indigenous First Nation support staff as designated by the First Nation Student’s Parent, according to the same Student student progress reporting schedule as followed by the School and, in any event, no later not less than at the end of each term during the placement. 8.7 9.7 The Board will ensure that Parents are advised: a) of their right to request a change to the placement of a First Nation Student in a special education program or on an Evergreen Certificate path; b) that if the Parent wishes to request a change in a placement decision, they may file such a request in accordance with applicable Board bylaws, policies and/or procedures; and c) where the Parent files a request, the Parent may request, and receive, support in the process from DRFN the First Nation and/or the Indigenous First Nations Education Council. 8.8 9.8 The Parties agree that IEPs are not intended to be static and will be reviewed and revisited at least bi-annually in collaboration with the First Nation Student and their his or her Parent, and the IEP will be either: a) Updated; b) Revised; or c) Concluded, where it is determined that the First Nation Student no longer requires an IEP. 8.9 9.9 For greater certainty, the Parties agree that an IEP will only be put in place under Sections sections 8.1 and 8.2 and it will only be updated, revised or concluded under Section section 8.8 where the prior Informed Consent of the Parent has been obtained. 8.10 9.10 The Parties agree that, in the case of all special education categories that are consistent, IEPs individual education plans for First Nation Students with special needs will be recognized and used as part of the planning process when those First Nation Students transition between First Nation Nations Schools and SchoolsBC Public School.