Students with Disabilities Exiting School in 2021
The Special Education Division would like to know what you are doing since you have exited school. Are you working? Attending college? We want to know! This information helps us at the SED to determine if students with disabilities are being properly prepared for the college, career and life.
Thank you for your time.
where the SED should go and why
All students with disabilities (SWDs) are engaged in high quality curriculum and instruction within inclusive educational environment opportunities that leads to deep learning which results in college, career, and community readiness.
who we are as a team, how we work toward our vision, and what makes us unique
The Special Education Division will provide supports to districts, parents and SWDs to ensure outcomes of a free appropriate public education for students protected under the Individuals with Disabilities Education Act (IDEA). We will review data to make decisions that will impact support for SWDs to meet college and career ready standards through equitable access to rigorous courses, high-quality instruction, and appropriate supports.
guiding principles of our work and how we operate
The SED has high expectations, engages in culturally responsive practices, promotes student relationships, family and community engagement and a collective responsibility for SWDs and their families. What does that mean?
“Ensuring that all children, including children with disabilities, are held to rigorous academic standards and high expectations is a shared responsibility for all of us.” – US Department of Education Dear Colleague Letter, November 16, 2015
Universal Design for Learning (UDL) and CREC link
UDL is a framework for learning design that reflects what we know from the learning sciences about how people learn
Resources supported by NMPED and OSEP
District Profile Report for Students with Disabilities
The Special Education Division has developed a District Profile Report (DPR) system where the DPR data will be made available starting with school year 2017-2018. There are two sides to the system, a General Public View and District View. The General Public View does not require a login and password and can be accessed by anyone. The data in this view is masked to meet the requirements of FERPA.
The District View requires a login and password and can only be accessed with the login and password. This data is not masked therefore a login and password is required. LEA staff will only be able to access the data for their own respective LEA.
STARS Data Reporting Dates
|Reporting Period||40th Day|
|Submission Begins||10/14/2021 @ 12:00 AM|
|10 Business Day Submission Deadline||10/27/2021 @ 5:00 PM|
|Data Validation Begins||10/27/2021 @ 5:01 PM or Sooner if Marked Submitted|
|Data Validation Deadline||11/12/2021 @ 11:59 PM|
|School Budget Membership Reports sent to LEAs||Once all validations are complete|
STARS Submission Schedule/Templates
|Data Submission Window||Date on Templates||Official Snapshot Date||Official Data Submission Window Opens|
|Open Year Round||7/15/2021||NA||TBD|
|1st Reporting Period (40D)||10/1/2021||10/13/2021||10/14/2021|
|2nd Reporting Period (80D)||12/15/2021||12/1/2021||12/2/2021|
|3rd Reporting Period (120D)||3/1/2022||2/9/2022||2/10/2022|
|End of Year (EOY)||6/1/2022||Last Day of School||5/16/2022|
Procedural Safeguards Notice in English, Spanish, Navajo, Russian, Vietnamese, and Mandarin
IDEA Safeguards ASL
Parent and Child Rights Procedural Safeguard Notice – December 2020 PDF
Derechos de los Padres y de/la Nino(a) en la Educacion Especial en Espanol PDF
Parent and Child Rights in Special Education in Navajo PDF
Parent and Child Rights in Special Education in Russian PDF
Parent and Child Rights in Special Education in Vietnamese PDF
Parent and Child Rights in Special Education in Mandarin PDF
ASL Procedural Safeguards for Students with Disabilities and Their Families Video