Thanks for everyone's replies!
We are in Canada, so enforcement is probably different. Our IEP is very vague, despite efforts to get them to add details. We have discussed with his teachers what we think should happen - ideally on a daily basis in class, not just a weekly pull-out.
DS's biggest complaint is that the math is too easy, so that's what we focussed on. We may be making progress there - his teacher claims she is working with him (and with two other kids with gifted IEPs in his class) on more difficult math. But it's very hard to tell what is really happening in class - he just gets mad if I ask him too many details. Also, from his POV curriculum items like 2-D shapes and clocks are not really 'math', so most of the time if I ask what he did in math he tells me they didn't do any.
When he was identified we were offered a placement in congregated gifted, but it meant no French instruction. We had a really hard time deciding, but the staff assured us that they could provide enrichment in class. We can always move to the CGP later, if necessary - the thing is, he really enjoys the French part of his day - and he's good at it. Languages are his thing.
Unfortunately, acceleration is (apparently) not an option - because his birthday is early in the year, I've asked. Also we were told they cannot teach beyond the curriculum - even in the CGP.
I was just surprised that creating a drawing/sculpture was the first pull-out project chosen by the resource teacher. It may be a moot point anyway since he's been off school sick. We'll probably just wait and see what she chooses for the next project.
