Page 29 - The Individual Education Plan (IEP) - A Resource Guide, 2004

Classifying programs for gifted students
Classification of the programming provided for students identified as gifted can be more complicated for school boards. Generally the programs can be described in one of the following two ways.
1. Subjects or courses with modified expectations
In some cases, the gifted student may be working on learning expectations from a different grade level. This may occur in language and mathematics. In other subjects, such as social studies, history, geography, and science and technology, and in most secondary school courses, the number and/or the complexity of the learning expectations may be increased. With this type of programming, the affected subjects or courses would be identified in the IEP as subjects or courses with modified expectations.
2. Alternative programs
Another way to organize gifted programming is to group specific skills together in an alternative program (or programs). Programs may be planned in such areas as critical thinking, problem solving, inquiry/research, and inter- and intrapersonal skills.
It is important to note that if a student is identified solely as gifted, accom- modations are not generally required. If the student has difficulty participat- ing in the curriculum because of another exceptionality or a need in an area unrelated to giftedness, then the required accommodations must be noted in the student’s IEP.
Recording classified subjects and courses in the IEP
All subjects or courses in which the student requires accommodations and/or modified expectations and all alternative programs must be listed in the IEP. Each should be identified as Accommodated only (AC), Modified (MOD), or Alternative (ALT). A subject or course in which the student requires neither accommodations nor modified expectations is not included in the IEP.
Record Decisions About Program Exemptions, Course Substitutions, and Eligibility for a Diploma or a Certificate
Decisions relating to program exemptions (elementary) and course substitu- tions (secondary) are to be recorded in the IEP. The educational rationale for such decisions must be stated. In IEPs for secondary students, an indication of whether the student is working towards a secondary school diploma, a secondary school certificate, or a certificate of accomplishment is required.
Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services 27