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Laws, Rules & Guidance

Laws, Rules & Guidance 2020-07-10T12:20:38-06:00

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

New Mexico Statutes (unannotated version)

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

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


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

NM Region 9 Education Cooperative – COVID Presentations for Autism Evaluations

Dispute Resolution

Mediation Fact Sheet (May 2012)

The Facilitated IEP Meeting(May 2012)

Due Process Hearing Resolution Session Fact Sheet(January 2017)

State ADR-Mediation Resource Directory

Ten Tips for State Education Agencies and Lead Agencies to Improve their Mediation

Agreement Rate Tips, Tools, and Resources for Local Education Agencies and Early Interventions Providers to Improve Agreement Rates in Resolution Sessions

Due Process Hearing Extension Order

State Complaints- Summary of How States Apply the Exceptional Circumstances Extension

IDEA Dispute Resolution Processes Comparison Chart

Dispute Resolution – ESPAÑOL

Mediación de Educación Especial Apuntes Informativos

Datos de una Reunión Facilitada del IEP

Peticion por resolucion alternative

Forma de Demanda de Educación Especial

Retirada de una Queja Oficial

Lo que un padre necesita saber sobre una audencia de debido proceso

Solicitud de una audencia de debido proceso

Datos de una Queja Oficial

Datos de una junta facilitado

Datos de una sesión de resolución de una audiencia de debido proceso

Datos de Mediación de Educación Especial

Lo que un padre necesita saber sobre una audencia de debido proceso

Disproportionality Memo

Disproportionality Memo

Behavior Management

PED Behavior Management Services Communication

Use of Time-Out Rooms as a Behavioral Intervention

Use of Physical Restraint as a Behavioral Intervention

Charter Schools

Local Educational Agencies Responsibilities to Charter Schools

New Mexico Primer on Special Education in Charter Schools
BackgroundAuthorizers | Operators | Glossary

Mediators & Facilitators

List of New Mediators and Facilitators

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


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


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

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 E…

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


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


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)


Deaf and Hard of Hearing

Health Plans

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


Educational Assistant and Paraprofessional Personnel


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

Developmentally Delayed and Related Services Memorandum April 2, 2011

Clarification on Special Education in New Mexico-Developmentally Delayed and Related Services

Question and Answer Sheet State Performance Plan Indicator 7 – Early Childhood Outcomes (ECO)

Definitions of Early Childhood Outcomes Ratings (Indicator 7)

Early Childhood Outcomes Conversion from the COSF to Indicator 7 Reporting

Early Childhood Outcomes Summary Form (COSF)

Early Childhood Outcomes Petition

PreK Guidance to Coding and Licensure October 2 2019

Special Education PreK FOCUS Q and A

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

Review of Existing Evaluation Data (REED) form

Autism Eligibility Determination form

Deaf Blindness Eligibility Determination form

Developmental Delay Eligibility Determination form

Differential Diagnosis for Dyslexia Worksheet

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 (1)

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



Page last updated July 10, 2020