Question 1

What steps should I take if I have a concern about my child’s education, and who should I speak to first?

Accepted Answer

The first point of contact should always be the classroom teacher. If the student has an IEP, you can also speak to their case manager. If you do not feel that your concerns are being addressed, then you should speak with the school principal or vice-principal.

Question 2

Who is responsible for what: teacher, principal, school team, and district staff? How does the communication process work if an issue needs to move beyond the school level?

Accepted Answer

A breakdown of responsibilities can be found in Section B of the Inclusive Education Services - A Manual of Policies, Procedures and Guidelines(https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/inclusive_ed_policy_manual.pdf)
 • Information on the different departments within Abbotsford Learning Support Services can be found at Learning Support Services(https://lss.abbyschools.ca/)
 • Unresolved concerns related to the programming or support of a student with an IEP can be escalated to the Learning Support Services department after discussion with the school principal.
 • Other unresolved concerns can be escalated to the Assistant Superintendent.

Question 3

What does meaningful consultation between parents and schools look like?

Accepted Answer

Please see BCCAISE - Meaningful Consultation - V12(https://bccaise.org/wp-content/uploads/2025/05/BCCAISE-Meaningful-Consultation-2025.pdf)

Question 4

What rights do parents and teachers each have in the consultation process, and how often should updates happen?

Accepted Answer

• Parents and caregivers are entitled under Section 7 of the School Act to be informed of a student’s attendance, behaviour, and progress in school, and to be consulted with respect to their child’s educational program. 
 • Consultation regarding a student's IEP can be expected to happen prior to November 1, with another review occurring later in the school year. 
 • Information on Reporting Student Progress can be found on pages 11,12 and 25 of the Inclusive Education Services - A Manual of Policies, Procedures and Guidelines(https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/inclusive_ed_policy_manual.pdf)

Question 5

Can I bring a support person (e.g., advocate, or family member) to a school meeting? What should I do if an administrator says a support person cannot attend?

Accepted Answer

Parents are welcome to invite outside agencies or other support people to attend care team and IEP meetings for their child.
 • Some private agencies charge families for their time to attend meetings. This cost is the responsibility of the family.
 • AP 343 | Working with Outside Agencies(https://www.abbyschools.ca/administrative-procedures/AP343)

If an administrator says a support person cannot attend
 • Refer to AP 343 | Working with Outside Agencies (https://www.abbyschools.ca/administrative-procedures/AP343)to ensure your request fits within our guidelines. You can also reach out to District LSS to seek clarification and/or guidance:  lss.department@abbyschools.ca(mailto:lss.department@abbyschools.ca)

Question 6

How does provincial funding for students with diverse needs work, and how is it allocated in public schools?

Accepted Answer

The Ministry of Education and Child Care provides a basic funding allocation to Boards of Education to support the provision of an educational program to all students.
 • In addition to the basic funding, the Ministry provides supplemental non-targeted funds in recognition of the additional costs associated with providing supports and services for some students with disabilities or diverse abilities. 
 • K-12 Funding - Inclusive Education - Province of British Columbia(https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/k-12-funding-inclusive-education)

Question 7

Why doesn’t funding directly “follow” my child?

Accepted Answer

Supplemental funding is not targeted or allocated to specific students. It is provided to support the needs across the school district of students within one of the following Ministry inclusive education categories: physically dependent, deafblind, moderate to profound intellectually disabled, physically disabled or chronic health impaired, visually impaired, deaf or hard of hearing, autism spectrum disorder, and intensive behaviour interventions or serious mental illness.

FAQ

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