New Mexico Monitoring and Support Visit Summary and Next Steps

August 31, 2016 - September 2, 2016

Area of Focus and DMS Designation: Results – Intensive

Background:

On April 26, 2016, OSEP issued New Mexico a Differentiated Monitoring and Support (DMS) chart 

that specified engagement activities that OSEP would conduct with the State, in Summer 2016, across 

four areas: results, compliance, dispute resolution, and fiscal. Under Results, New Mexico was 

identified for intensive engagement activities due to New Mexico’s FFY 2013 APR data for the 

following:

Part B APR Indicators: 1 (Graduation), 2 (Dropout)

DMS Notice Factors: 

 25% Dropout Rate

 42% Graduation Rate

Performance of CWD on the National Assessment of Educational Progress (NAEP):

 4th grade Reading - 14% scoring at basic or above

 8th grade Reading - 26% scoring at basic or above

 4th grade Math - 40% scoring at basic or above

 8th grade Math - 20% scoring at basic or above

Purpose of Monitoring and Support Activity:

 The purpose of the Differentiated Monitoring and Support around the area of “Results” was to 

provide technical assistance (TA) and support in the areas of graduation, drop out, and postsecondary transition.

Discussion Summary

Staff from the National Technical Assistance Center for Transition (NTACT) presented on “Building 

State Capacity to Support Local Improvement Across New Mexico.” They walked the participants 

through the use of the NTACT website that had tools for tracking and reporting on the transition 

planning for all students. They demonstrated how a local education agency could use this free 

resource to collect transition data and then report those data to inform decision making going forward.

They led discussions to address specific questions that the meeting participants had.
Next Steps 

During the on-site visit, participants developed monthly call agendas that included support from 

OSEP-funded TA providers. The TA providers continue to work closely with New Mexico around 

graduation, dropout, and transition and they developed a TA plan that includes phone calls with New 

Mexico and on-site participation in late spring 2017. 

Area of Focus-Correctional Education-which was not a DMS Designation for this truncated 

period

Background:

Although Correctional Education was not a component of OSEP’s DMS notice for New Mexico, the 

State requested that OSEP provide TA and support in the use of the State Correctional Education SelfAssessment (SCES) and in building components for an infrastructure to support work in the provision 

of special education and related services to students with disabilities in juvenile corrections and 

detention centers. 

Purpose of TA and Support Activity:

 The purpose of the Correctional Education TA and Support to New Mexico was to respond to 

questions about the use of the SCES and to serve as a “thought partner” in conceptualizing the 

components needed to build infrastructure within the State to support this work.
Correctional Education - On-Site Visit and Discussion Summary

OSEP staff made a presentation on “RDA, DMS, and the State Correctional Education SelfAssessment (SCES),” while New Mexico personnel presented on “New Mexico Correctional 

Facilities and Populations Served, Funding Sources, and Barriers to be Addressed.” Representatives 

from correctional facilities in New Mexico provided brief descriptions of their roles at their facilities, 

populations served, and their organizational structure. There was a discussion of State-submitted 

questions related to Correctional Education. An OSEP staff member conducted a demonstration of the 

IRIS Center website, highlighting various resources that New Mexico staff may find useful. Another 

OSEP staff member made a virtual presentation on Positive Behavior Interventions and Supports 

(PBIS) in Correctional Facilities - Exemplars from Colorado, Georgia, and Texas. Staff from OSEP, 

the National Technical Assistance Center for the Education of Neglected or Delinquent Children and 

Youth (NDTAC), and the Title I Part D (Neglected, Delinquent or At Risk Program) presented on the 

importance of cross-office collaboration in the provision of services to students with disabilities in 

juvenile corrections and detention centers. New Mexico personnel shared information about the 

State’s data collection system that allows them to track students as they move into and out of 

correctional facilities. 

OSEP provided to the State components of the Department’s Correctional Education Package which 

included the following:

Partnering for Success in Correctional Education-Slides, Correctional Education Guidance Package 

Frequently Asked Questions, Ensuring English Learner Students Can Participate Meaningfully, Letter 

to Chief State School Officers and State Attorneys General, IDEA Discipline Questions and Answers 

June 2009, Departments of Justice and Education- Dear Colleague Letter (December 8, 2014), 

Department of Education - Dear Colleague Letter (December 5, 2014), Correctional Education 

Guidance Package Fact Sheet, and Federal Pell Grant Eligibility for Students in Juvenile Justice 

Facilities.

OSEP staff led the discussion about next steps which are listed below:

Next Steps 

The Assistant Secretary of New Mexico’s Indian Education Division raised several correctional 

education questions specific to the provision of special education and related services to students with 

disabilities from tribal and reservation schools. Conference calls to respond to her questions were 

scheduled with OSEP staff. Several monthly call agendas were developed to continue the discussion 

about meeting the needs of students with disabilities in correctional facilities.