Laws, Rules & Guidance

MOA – ECECD/PED – IDEA Part B, Section 619 Coordinator/Grant

Policies & Procedures

• Policies & Procedures Memo (June 2014) 
• Chapter 1 – Child Find & Interventions
• Chapter 2 – Procedural Safeguards
• Chapter 3 – Full and Individual Evaluation
• Chapter 4 – Disabilities – Exceptionalities
• Chapter 5.1 – Individual Education Program (IEP)
• Chapter 5.2 – Additional IEP Requirements
• Chapter 6 – Least Restrictive Environment (LRE)
• Chapter 7 – Discipline & Behavior
• Chapter 8 – General Administration

Federal Laws & Regulations

• Part B of Individuals with Disabilities Education Act (IDEA) 2004 Regulations – Supplemental (December 1, 2008)
• Family Educational Rights and Privacy Act (FERPA) – January 2011

State Laws & Rules

• Special Education Rule (NMAC 6.31.2, as amended)
• Standards for Excellence (NMAC 6.29.1)
• Student Rights and Responsibilities (NMAC 6.11.2)
• NMAC information on Braille Access Act specific to 6.75.4 NMAC
• Braille Standards
• 6.60.5 NMAC Companion Guide

Parent and Child Rights in Special Education: Procedural Safeguards Notice

• Parent and Child Rights in Special Education in English
• Derechos de los Padres y de/la Nino(a) en la Educacion Especial en Espanol
• Parent and Child Rights in Special Education in Navajo
• Parent and Child Rights in Special Education in Russian

Guidance

Assessment

• Memo Re: Definition of Most Significant Cognitive Disability

Autism – Best Practices to Consider When Developing IEP’s for Students with Autism Spectrum Disorders

• Autism Spectrum Disorder Information Collection
• Memo Best Practices to Consider When Developing Individualized Education Programs for Students with Autism Spectrum Disorder
• 11 Considerations – Autism Spectrum Disorder
• Autism Spectrum Disorders Considerations Definitions

Training regarding ASD

• NMPED/UNM Autism Portal
• NMPED/UNM Autism Portal – Training for Educators
• DLM Professional Development Resources

• Overview and Introduction to Conducting Comprehensive Evaluations Video
  • Overview and Introduction PDF
• Continued Discussion of Observations as Key Elements of Comprehensive Evaluations – 1 Video
  • Continued Discussion of Observations – 1 PDF
• Continued Discussion of Observations as Key Elements of Comprehensive Evaluations – 2 Video
  • Continued Discussion of Observations – 2 PDF
• Components of Comprehensive Evaluation Video
  • Components of Comprehensive Evaluation PDF
• Integration of Observational Information with NM TEAM Requirements Video
  • Integration of Observational Information PDF
• Autism Evaluation Checklist

Disproportionality Memo

• Disproportionality Memo

Graduation and Diploma Options

• Graduation Options for Students with Disabilities and Entitlement to FAPE

Behavior Management

• PED Behavior Management Services Communication
• Use of Time-Out Rooms as a Behavioral Intervention
• Restraint and Seclusion

Charter Schools

• Local Educational Agencies Responsibilities to Charter Schools

New Mexico Primer on Special Education in Charter Schools

• Background
• Authorizers
• Operators
• Glossary

Alternative Dispute Resolution and Formal Dispute Resolution Flowcharts

• Due Process Hearing Flow Chart
• Formal Complaint Process Flow Chart

Dual Discrepancy

• Federal Rules and Regulations – Dual Discrepancy
• Student Assistance Team & Three-Tier Model of Student Intervention
• Recommended Teacher Professional Development Materials

Dyslexia

• HB 230- An Act Relating to Special Education; Requiring Interventions for Students Displaying Characteristics of Dyslexia (Effective May 19. 2010)

Evaluations

• Evaluation and Eligibility Rule Changes (Presentation)
• Evaluation and Eligibility Timeline (corrected)
• Questions and Answers on the Evaluation and Eligibility Rule Changes (Revised)
• Memo – A Response to Intervention (RtI) Process Cannot Be Used to Delay-Deny an Evaluation for Eligibility Under the Individuals with Disabilities Education Act (IDEA)
• Letter to Reyes Office of Special Education Programs

English Language Learners and Special Education

• English Learner Policy for District Test Coordinators
• English Learners, Bilingual Multicultural Education Programs, & the State Seal of Bilingualism-Biliteracy
• Memo: State Policy EL Identification, ELP Placement, and Exit Criteria
• ELS and Special Education

Transfer of Rights

• Transfer of Rights – October 2010

Full-Time Equivalency

• Calculation of Full-Time Equivalency (FTE) for Staff Providing Special Education Related Services
• Additional Information Regarding Ancillary-Related Service Full Time Equivalent (FTE)

Home School

• Home Schooled Children with Disabilities
• Services for Homeschool Students

Homeless Students and IDEA B

• Homeless Children and Youth IDEA 2004 Requirements

Medication

• Prohibition on Mandatory Medication

Guidance for Student and Teacher Accountability Reporting Systems (STARS)

• STARS Documentation
• Indicator 11 60 day Timeline FROM Parent Consent to Initial Evaluation- STARS Data Entry
• Performance Plan Indicator 11 Q&A
• End of Year Reporting

Caseloads

• How to Figure Caseload Maximums

Hospital/Residential Treatment Center Settings

• Service to Out of State Students in Residential Treatment Facilities Memo

Individualized Education Programs (IEPs)

General

• Frequency of Service Stated on an IEP

Deaf and Hard of Hearing

• Deaf and Hard of Hearing Memo
• Communication Considerations for Students Who Are Deaf or Hard of Hearing
• Communication Considerations 11×17 Guidance Flow Chart

Health Plans

• Individualized Health Care Plan

Transition Services (Indicator 13)

• Indicator 13 Checklist
• Secondary Transition Question and Answer

Instructional Materials

• National Instructional Materials Accessibility Standards (NIMAS)

Instructional Time

• Length of School Day and “Instructional Time”
• Shortened School Days for Students with “Disabilities

Personnel

• Educational Assistant and Paraprofessional Personnel

Preschool

• FAQ Supporting Early Childhood Special Education Programs (619) during COVID-19 School Closures
• Inclusion of Children with Disabilities in Early Childhood Programs Flyer from Early Childhood Technical Assistance Center
• Question and Answer Sheet State Performance Plan Indicator 7 – Early Childhood Outcomes (ECO)
• Definitions of Early Childhood Outcomes Ratings (Indicator 7)
• The ECTA Center
• COS Calculator
• Early Childhood Outcomes Summary Form (COSF)
• Early Childhood Outcomes Petition
• Conversion of Child Outcomes Summary Form (COSF) data to OSEP Reporting Categories
• PreK Guidance to Coding and Licensure October 2 2019
• Special Education PreK FOCUS Q and A
• September 30, 2020 Memo re: Special Education Early Childhood Evaluation FAQ
• September 23, 2020 Memo re: Clarification of special education and related services in New Mexico related to the eligibility category of Developmental Delay (DD)
• February 28, 2020 Memo re: Clarification of Special Education and Related Services in New Mexico Related to the Eligibility Category of Development Delay

Private Schools

• Questions and Answers on Private School Placements
• Questions & Answers on Serving Children with Disabilities Placed by Their Parents in Private Schools (April 2011)
• Recommended Private School Service Plan Memorandum
• Questions and Answers on IDEA and Private Schools
• New Mexico Private School Services Plan
• Private Schools Presentation
• IDEA 2004- Children in Private Schools

Team Manual/Eligibility Determination and REED

• NM TEAM 2017
• TEAM 2017 Revision Memo
• Section Four: Review of Existing Evaluation Data (REED) Process and Form During Initial Evaluations and Reevaluations
• Review of Existing Evaluation Data (REED) form
• Autism Eligibility Determination form
• Deaf Blindness Eligibility Determination form
• Developmental Delay Eligibility Determination form
• Emotional Disturbance Eligibility Determination form
• Hearing Impairment (including Deafness) Eligibility Determination form
• Intellectual Disability Eligibility Determination form
• Multiple Disabilities Eligibility Determination form
• Orthopedic Impairment Eligibility Determination form
• Other Health Impairment Eligibility Determination form
• Pattern of Strengths and Weaknesses
• Specific Learning Disability (dual discrepency model) Eligibility Determination form
• Specific Learning Disability (Severe Discrepancy) Eligibility Determination form 2.0
• Speech or Language Impairment Eligibility Determination form
• Traumatic Brain Injury Eligibility Determination form
• Visual Impairment (including Blindness) Eligibility Determination form

Bill of Rights for Students

• Bill of Rights (Deaf and Hard-of-Hearing Children) – English
• Bill of Rights (Deaf and Hard-of-Hearing Children) – Spanish
• The Bill of Rights for All Children with Visual Impairment