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, accommodations
are not generally required. If the student has difficulty participating
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 substitutions
(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
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