Planning
IEP Review Policy

Interim Administrative Directive

Review and Approval of Individualized Education Programs (IEPs)

Effective Date: [Insert Date]
Issued By: Director of Curriculum and Instruction
Applies To: All Special Education Teachers
Authority: Republic of Palau, Ministry of Education

I. Purpose

The purpose of this interim administrative directive is to ensure that all Individualized Education Programs (IEPs) developed and implemented by the Ministry of Education are compliant with applicable special education requirements and reflect appropriate educational planning for students with disabilities.

This directive is issued in response to identified concerns regarding IEP compliance and is intended as a temporary safeguard while the Special Education Program undergoes reorganization, role clarification, and continued capacity building. It is intended to:

II. Scope

This directive applies to all new, revised, or amended IEPs, including:

III. Roles and Responsibilities

  1. Special Education Teachers / Case Managers
    • Are responsible for developing IEPs in collaboration with IEP team members.
    • Must submit all draft IEPs for review as outlined in this directive.
    • May not finalize or implement an IEP until approval is granted.
  2. IEP Consultant (Special Education Expert)
    • Shall review all submitted IEPs for compliance, clarity, and appropriateness.
    • Shall provide required approval or identify necessary revisions.
    • Approval from the consultant is required prior to finalization and implementation of any IEP.
  3. Special Education Coordinator
    • Shall oversee implementation of this directive.
    • Shall support teachers and case managers in complying with the review process.
    • Shall coordinate communication between staff and the consultant as needed.

IV. Policy Statement

It is the policy of the Republic of Palau, Ministry of Education that all Individualized Education Programs (IEPs) be developed, reviewed, approved, and implemented in a manner that ensures compliance with applicable special education requirements and promotes appropriate, high-quality educational planning for students with disabilities.

To safeguard compliance and consistency during a period of program reorganization and capacity building, all IEPs shall undergo a mandatory review and approval process prior to finalization and implementation. No IEP may be implemented without documented approval from the designated IEP consultant, as outlined in this directive.

This policy establishes clear expectations for accountability, oversight, and quality assurance in IEP development and remains in effect on an interim basis until superseded by formal policy or incorporated into the Special Education Policies Manual.

V. Required Procedure

  1. All IEPs must be submitted to the designated IEP consultant prior to finalization.
  2. No IEP may be considered final or implemented without documented approval from the consultant.
  3. If revisions are required, the Special Education Teacher or Case Manager shall make the necessary changes and resubmit the IEP for approval.
  4. Once approval is granted, the IEP may proceed through standard finalization and implementation processes.

VI. Training and Capacity Building

The Ministry acknowledges that teachers are in the process of being promoted into case manager roles. Ongoing on-site capacity building and additional trainings will be provided to support:

Teachers are expected to participate in required trainings and apply learned practices to their daily work.

VII. Relationship to Existing and Future Policy

This directive serves as an interim addendum to the special education policy manual. It remains in effect until superseded by revised and formally adopted special education policies.

VIII. Compliance

Failure to follow this directive may result in administrative action, as non-compliant IEPs place students and the Ministry of Education at risk.